USL 1, 0.5, 0.25 pilot proposals to national, state, and city governments

The most critical information relevant USL 0.5 (boosting national school math average by 1 year) or USL1 (boosting by 2 years) within 2-4 years of reform-time information that all the governments and Ministries of Education should be aware of. Please read the following 1 page summary first.

7 Key Points to MOEs, DOEs and governments why they should collaborate with the USL 0.5 and 1 (1 page)


Based on our previous success that is exemplified in the 5 minute TV news coverage video below, we would like to collaborate with your government and Department of Education this spring, hopefully starting in March and execute in April and not later than May if possible.

Since the subject we cover may appear to be a bit daunting, before we send out the official proposal, we would like you to take a brief look at a 2 page Executive Summary and watch 2 very short videos.


  1. USL 0.5 is designed to boost the major city or state average school math of the U.S.A. states to advance 1 year although it normally takes 8-25 years for the U.S. states and the average will take about 15 years.
  2. USL 1.0 is designed to boost the state or national average school math of the U.S.A. to advance 2 year although it normally takes minimum 15-50 years for the U.S. states and the average will take at least 30 years even if they are very lucky and chances are about 40 years as the progress normally slows down significantly even for the fastest growing states or countries for boosting the school math average.
  3. These short papers are designed to provide some of the key information as to why the various U.S. states and major cities should consider the USL 0.25 or 0.5 pilot studies in 2015 as early as possible as the costs will be minimal compared to the colossal gains that the state governments will enjoy over the rest of the century. As the USL reforms for the states will last 1-3 years or so, our projections will be 1.3-1.7x larger than Hanushek-Woessmann projections. 1) USL 0.25 will boost the state school math averages by half a year and its Real GDP contribution for the states are expected to be 4x-5x than now by USL 0.5 2) USL 0.5 will boost the Real GDP contribution for the states at least 10x larger than now (most likely about 13-16x larger). 3) USL 1.0 will boost the Real GDP contribution for the states at least 20-25x larger than now (most likely about 25-30x larger). In this paper, we included the key data on the U.S. state math proficiency charts, statewide school math annual growth rates,

For the corresponding pilot proposal information, please click below.


Documents for the evidences that support the USL x.x claims and proposals

Please read the documents to see the relevance of USL 0.5 proposals to the state governments.

  • Preliminary Data For the USA´s DOE: version 1 (The state math proficiency and math proficiency growth rate data excerpts for THE U.S. STATE and City GOVERNMENTS relevant for the USL 0.25, 0.5 and 1.0 (version 1))
  • Preliminary Data For all national Ministries of Education

  • The original papers by Hanushek-Woessmann and Peterson published from UNESCO, World Bank, Harvard, and OECD, from which our original linking between the USL1´s boosting of 2 year national average math and boost of 2% GDP per capita connections are based can be found here (for those who like to check the origin).
  • Our online compilations of the dynamic data about economic indicators, eduducation, and human capital. In many of these, if you hover your cursor over, you can see the dynamic data directly. To view some, please click here.


The recommended national or international online assessment organizations for the USL1 pilot projects, please click here.


For more evidences and details about the USL´s previous pilot studies

We strongly suggest you to at least skim through some of them to get the feel for these.


For more details,


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

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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.
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