MMU1 as a great glue to overcome the feuds and unite the eternal districts and charters

MMU1 operations on the public math education for the grades 2-5 may be able to be utilized as a great glue to unite them instead of feeding the feuds and fears from the both sides based on the common grounds, by providing the mutual obstacles that both the districts and the charters are facing much easierly than without MMU1:

For the preliminary document as to how MMU x.x series can be a very efficient glue to bring the school districts and charters together, please click here at Lee’s pre-release of MMU proposals to districts-CMOs.

To see the glimpses of what MMU series may be able to see the potentials of MMU to accelerate the CMO network expansions efficiently, please check the comparison charts between the districts vs. CMOs vs. star CMOs vs. MMU x.x series here.

 

The 5 common grounds or challenges for both sides of the school districts and the charters (to overcome the feuds):

  1. The saturation or shortage of the Teachers (especially quality math teachers) crisis, especially in the big cities. This is getting worse not just for the districts, but also the CMOs as the charter networks try to expand rapidly with the steep competitions of demands with far less supplies.
  2. Increasing difficulties to raise the math average and to reduce the math poverty: Math saturations stablized on both sides in almost all USA states, which make it difficult to raise the math average at the big district scales although things are far easier in the small districts.
  3. They both need super stars to win the battles. (Charters have the star CMOs, but the public school systems of districts don’t and yet has the resources.)
  4. Their original intentions to help the poorest districts with the common goals (before the self-interest and competitions or vain prides get in) without which neither districts nor charters nor CMOs can for the next 10-20 or even 30 years.
  5. A lot of money wasted for the wishful thinking while the EDU budgets never seem to be enough.

So, aside from the typical budget allocations and some conventional innovations here and there, what else can they do?

 

2016-2017 charter shares

NOTE: estimated charter student enrollment by 2016-2017 is over 3 Million charter students, which may be over 6% of the student population.

States GA KS LA NC NV NY TX NJ AR VA ME MS
Fast growths 12% 16% 13% 11% 15% 14% 13% 19% 20% 33% 32% 65%

 

States CA CO DC FL HI MI NM OH PA RI TN UT
targets 6% 5% 9% 8% 5% 0% 6% 1% 4% 9% 1% 5%

Source: http://www.publiccharters.org/wp-content/uploads/2017/01/EER_Report_V5.pdf

 

The key super-star quality math impacts that can make both side overcome the feuds during the transitions. The basic ideas are provided in this overarching table that compares the districts, charters, super CMOs vs. the MMU1 math impacts.

If they both rely more on MMU series, both the districts and charters can devote much of their resources on literacy, science and other critical EDU resources to much more quickly empower the poorest regions.

For more details about MMU1 and the original USL, please visit the default page of us, www.uslgoglobal.com

 

 

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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.