About Dongchan Lee

Dongchan Lee is the creator of the USL x.x series, mini-USL x.x series, and currently pushing forward the MMU1 (Mini Mini USL1).

Origianally, his academic background was for Mathematics and Physics. His interest kept on changing while he was studying because his interest for the music, poetry, filmmaking, and the global crises and the critical global issues, etc. took over. While he was pursuing some creative and artistic career paths, he used to tutor in NY, NJ areas and during his tutoring math, physics, science, philosophy, etc., he discovered that he had a very unusual knack to make almost every student far faster than usual, which eventually led him to pursue the USL (Unified Super Learning) series. So far he has focused for the school math from the grades 2-12 for the USL, but his primary focus is first the grade 2-9 for now, especially the grades 3-5 because this is the critical time to radically reduce the math poverty.

Creative background

Although Lee has focused most of his attention about the issues related to the USL series to make a massive global movement, he used to be a writer (as he can improvise poetry anytime anywhere), composer (as he can improvise hours) and filmmaker (which have been always improvisational) before the mission for the USL took over. He wrote thousands of poems, over 15 full length feature screenplays and a dozen stage plays. At least for the first draft, he never spends more than 15-20 hours for 2 hour feature length movie scripts for all his screenplays. This is reflected in all his USL and MMU1 pilot studies. They always have been improvisational. He doesn’t believe in the traditional education pedagogy at all. Never.


Math and Science Education innovator at a scale far beyond anything else (as far as he knows)

  • USL (original): to make the entire grades 1-12 math for the students with the average intelligence to learn in 3-5 months without studying harder at all. This scared everybody off and got huge resistances; so Lee completely abandoned the original USL. This was tested in Mexico and Guatemala between the grades 2-11 for both public and private schools for over 1,000 student participations of 8 schools.
  • MMU 0.5-1 (current): Mini Mini USL uses only 4-8% of Lee’s capacity just to end the math poverty; to empower the math worst half (25 percentile) to the math best half (75 percentile) regardless for the Latin American students, or the poor districts of the USA, Australia, New Zealand, Canada, UK, or the top 5 math nations from the Eastern Asia.


National & state TV interviews with Dongchan Lee

with the Guatemala national and the state TV channel(s)


solo piano improvisations by Dongchan Lee

He is a music composer and occasionally during his travels, he recorded his solo piano improvisations. Some of the examples are given here below. He played on these old, a bit out of tune pianos and the piano at Rabbithole Art studie at Dumbo, Brooklyn, NY, USA had 3-4 notes that didn’t produce any sound at all and I had to be quite careful during my improvisations.

In front of a desk top piano of a host house in Puebla, Mexico 2013.


 Working Paper series 1: Math Stagnation Nations & their colossal economic impacts at a scale the traditional Ivy League economist won’t dare touch … (available online).

After postponing his online releases of Working Paper series about Economics and Education for 2 years, he started releasing some since January of 2017. The first release series is called WP (Working Paper) series: Math Stagnation Nations. His main focus here is on the OECD or developed countries as well as the Latin American countries where the current math growth stagnations seem to be severe in most cases. You can find the updated links on this page about Math Stagnation Nations series. For now, he basically completed his analyses on the USA’s math stagnations and soon updating the visual data for most of the OECD and Latin American countries. For the USA, he presented the severity in the national, state, and the big city levels. He also released the rough estimations on the economic impacts of these math stagnations across.


“To end math poverty means to end the poverty itself” – Dongchan Lee –

But how? He believes that he is the best person on earth to do this job. He believes that he can achieve this next 5-10 years for the entire world if the quick and rapid supports from the Ministries or Departments of the Education from around the world can be formed in timely manner.

What is his first step? MMU1 in which he want to run 100% online-based math education with which he will rapidly boost the math poverty (25 percentile of the student population) to the math prosperity (about 75 percentile of the population). In most OECD countries and the Latin America for instance, it will take at least 50-100-200 years to achieve nationwide. If there are supports, he can make this happen in 2-3 years for cities or states, 3-4 years for a normal size country. You can see some short Executive Summaries about MMU1 here. Just click.

For the economic impacts based on the world renown economists, Hanushek & Woessmann, even 1/3-1/4 of this can have the following economic impacts on the US states for which you can click here (Remember that Lee believes that they are very underestimating the economic impacts and if the MMU1 is implemented, the actual rise will be at least 50-100% more than what you see in the charts for each of the USA state).


Some of the short films that Dongchan Lee wrote, directed, produced and composed the original sound tracks




CC BY-NC-ND 4.0 This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Google Traductor

Traductor, tradução, 번역 (predeterminado en español)

Follow Us


current focus on MMU x.x series

MMU1: just to uplift the math poorest half average to the math top half average, which normally would take at least 50-100 years in the average OECD nations with almost no exceptions at least according to the PISA and TIMSS math rsults 1995-2015 (and you should know that this is a revolution, not some sort of useless reforms that have been going on in the entire developed OECD nations). To reduce the hyper-skepticism, my initial target may be reducing the math poverty by 20-30% and raising the proficiency in similar manner, which still would normally take at least 30-50+ years in at least 90% of the developed countries, their states or big cities. Current focus is on the MMU1 series as the warm-up exercises as forms of pilot studies to demonstrate the math EDU revolution is not only possible in spite of the hyper-bureaucracy of the EDU establishments that simply would not any of the most breakthrough innovations in EDU and will instead keep on playing with the furitless, fancy toys of the math EDU apps and technology.

The Fundamental Premises Of USL1 And USL

USL will use the colossal cognitive capital potentials of STEM education (especially Math at the moment), because USL can make the learning 10-50 times faster and more effective than the Business As Usual typically, to trigger the equally colossal gains in the socio-economy in exchange of their willingness of the participating governments - under a new UN-led treaty hopefully - to collectively contribute the reasonable ratios of the expected surplus gains in their economies to resolve the top global crises. Each of the governments will mostly focus on resolving their crises of course, but they have to contribute to the world communities to prosper with the sustainable growths together not at the exclusion of half of the world that is poverty-stricken. USL 1 will be the fastest, easiest, and cheapest way to collectively contribute the effectively gained, USL1.0-induced surplus economy (in a sustainable manner) to resolve the most serious global crises (for all governments and the UN) based on the 5UE principles: to transition towards the resource-based, renewable energy-based, sustainable global environment and the circular economy, to help end the poverty much faster than without, while making the average people learn math and science faster and easier than prodigies. As the original USL is too fast and too disruptive (as it can literally make average people learn math and science 1,000%-50,000% times faster) to transform and people are too skeptical, we are currently focusing on only 2-5% and up to 10% at most of its capacity called USL 0.25-0.5-1.0 for the state and national governments as well as the UN.

USL1 Global Movements With Governments: 3 Steps & 3-Tier Economic Gains

STEP 1) Math Education Reform USL 0.25 at the city and USL 0.5 at the state government levels (advancing their regional average math skill levels by half a year, which normally takes 10-30 years to most of the OECD countries, in just 2-3 years). STEP 2) Math Education Reform USL 0.5 at the state government levels (advancing their regional average math skill levels by 1 year or more, which normally takes 2-5 decades to most of the OECD countries, in just 2-4 years). STEP 3) Math Education Reform USL 1 at the national government & the UN treaty levels (advancing their regional average math skill levels by 2 years or more, which (almost) never happened to virtuallly all of the OECD member countries, in just 2-5 years). For each of the following step, we will try to create local, regional, or national Social Enterprise for each government - if they are willing as the gains are tremendous potentially - to share the profits together. So the governments will have the 3-layered benefits: ... 1) USL 0.x will enrich not only the math education that helps each USL x participating regions, 2) but also to prosper together as Social Enterprise board members of the corresponding regions. 3) once the UN gets involved, then the certain portions of the massive surpluses to their local or regional economies will be properly redistributed for the global social, energy, environmental, equality and poverty causes.