> This is an ongoing falsehood.

  > but there are thousands of students who say it's
  > making their lives measurably better.

Depending on what you mean by "educators," I might prefer that Khan Academy (and a bajillion different competing providers) offer up content by actual domain experts rather than content by "educators." It is, of course, possible for a person to be both a domain expert in actual fact and a secondary school teacher by occupational category--I've seen Richard Dedekind described as an example, although I'm not sure I'd describe his teaching position as one resembling that of a high school teacher in the United States. But anyway the correct idea that content has to be both factually accurate and appropriate to guide the development of young learners does not constrain content-creation only to persons with the formal credentials of schoolteachers. Many of the best learning materials for young people today were produced by authors who were not K-12 schoolteachers in any stage of their career.

  > Depending on what you mean by "educators," I might prefer
  > that Khan Academy (and a bajillion different competing
  > providers) offer up content by actual domain experts
  > rather than content by "educators."

I suspect that they're going to be PhDs and practitioners as opposed to K-12 schoolteachers -- but I really don't give a damn about credentials. There are fantastic high school teachers out there. There are PhDs and masters in their respective fields who are ridiculously bad educators, especially at the level of teaching that KA provides.

Rather, that's a recipe for stagnation and complacency.

Employee response: "It's good enough/better than even worse options."

That's a poor response, and not what I would expect from a team with the culture to make a great product.