USL x.x proposals to the USA state or mega city governments and DOEs

The main targets for the second half of the 2016 have been to run some pilot studies to demonstrate that he can quickly boost the math average of the worst half to the best half of the school class participants in pilot studies called Mini Mini USL1 (MMU1). For the first pilot study of this in late September in Momostenango, Lee conclusively demonstrated that all the primary school grades of 3, 4, and 5th that Lee took rose from their worst half of the classes to higher than the best half of each participating classes. Lee’s students were the lower 41 students out of the participating 75 students in a private school. Any teachers in math education know how hard this is or basically impossible almost everywhere. For these MMU1 projects, the 2 states and municipals of Solola and Momostenango have covered his progress and making documentaries. Some of the links can be found here.


USL for the math-poor USA states and the mega cities: as well as the focus on about 25 USA states with the worse than the national math average, including NY, CA, Florida, Hawaii, etc. USL for the USA states and cities in videos be Lee: Lee has the plans for both the philanthropic and Social Enterprise approaches:

The short video introduction series for the USA’s DOEs can be found at:

  1. Evidences & Testimonials

2. Crisis of Math Education in the USA part 1

3. Crisis of Math Education in the USA part 2


The main goals of Dongchan Lee in Guatemala and other Latin American countries: to radically reduce the math poverty over 2-4 years if there are the governmental level supports and the collaborations because Lee believes and can prove that the national math average in Guatemala (about F) or Latin America in general (C to F-) imperil the socio-economic growths.


What drives Lee to continue pursuing his USL variations: Lee is convinced that to radically end the math poverty is the best and most efficient and fastest way to end the various forms of poverty and inequality across the world, especially in the developing countries, including almost all countries in Latin America.

Lee and his USL variations as the world’s greatest math education innovations: Lee believes that he can make people learn more efficiently than virtually everyone or any program in the entire world. In most of the countries in the world, to boost the national math average of about 1 Standard Deviation – roughly the difference between Colombia math average to USA math average – takes roughly 40-100 years averaging about 70 years, which is about one life time – and cost astronomical financing for the education with little efficiencies. Lee’s trying to persuade the various governments and the state and the national levels across the entire world to cross these types of chasms in just 2-4 years instead of about 30-100 years, depending on where and specifics.

Lee shows, not tells: instead of the typical approaches of the Ministries of most of the American countries where they have no shortage of pedagogy of math education with little success, Lee simply focuses on the official test results and don’t care about theories on education or pedagogy at all. He just shows dismissing the national average math of C, D, and F as the total wastes of time and money.

Astronomical socio-economic impacts by Lee’s USL series: Lee is convinced that the best and most efficient ways to boost the socio-economic growths of nations is by boosting the math education efficiently without a doubt in the vast majority of the nations around the world. In Lee’s estimations, USL1-impacts (although this is only a tip of iceberg of his grand plans) on the surplus global economy will be larger than the entire current annual global economy over the next 10-20 years alone ANNUALLY and he believes only the fools in the national or state governments can ignore or dismiss his proposals.

Website of USL:

National or state media coverage since July 2016 (in Spanish):


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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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