***** Visual Impacts to the USA (MMU vs. the districts, top charters, cities, states, & nation)

Highlight the benefits up front here first (Click): To catch the fleeting 11 birds with 1 philosopher’s stone (with MMU series)

NOTE: In this centralized page, I have compiled the entire math growth trends of the USA for the past 10-15-20-25 years in terms of the USA nationally (in international settings), all USA states, big city districts of all DoEs as well as the charter growths compared to the districts, and finally the star CMOs. To demonstrate the visual math impact comparisons, I put the yellow arrows for the MMU1 impacts compared to all the rest.

To see is to make your belief easier; so I compiled the projected comparisons of the MMU 0.5-2/3-1 vs. the traditional districts, big cities, states, and the USA in terms of the percentile increases, Standard Deviation (STDEV) increases of math in various manner.

For the relevant cateogries, you can click.

Firstly, let’s look at the math growth trajectories of all 50 USA states (according to the NAEP 1992-2015). To see is to believe.


In this page, we added the MMU1 impact projections compared to the USA school math stagnations prominent for the past at least 10 years. For the similar comparisons at the levels of the districts, big city districts, states, charters and CMOs (Charter Mamanagement Organization) Networks, check out the links below.

The math growth party time is over. Past 12+ years of math growth stagnations to most of the USA big city districts’ visual trends (and the largest leapers have already lost the steams).

(The yellow arrows are the projected MMU1 impacts compared to what have happened in the big city districts of the USA.)


Once we have seen the math growth stagnations, let’s see what MMU series can bring as the math stagnations in the current level operations of both of the districts and charter movements (including the start CMOs that have had hard time to scale up inter-states) have limits to change much radically fast.

  1. (District & charter levels): MMU1 impacts on the traditional school districts or high charter-share districts. 

  2. (District, charter, and star CMO levels): MMU1 impacts compared (side by side) to the districts vs. charters, star CMO (Charter Management Organization) networks

  3. A glimpse to overcome the (math) teacher crisis with MMU series proposals with a chart that show the absurdity of focusing mostly on (math) teacher shortages instead of focusing on the math teacher efficiency boosts or even better, with MMU series.
  4. (USA state DoE levels): Math Education stagnations across 90%+ USA state DoEs and the MMU1 math impact comparisons to all states.

  5. (USA state DoE levels): MMU1 impacts on the USA’s states


Non-visual impacts

  1. How MMU x.x series can help rapidly overcoming the feuds between the school districts and charter (networks).
  2. Lee’s answer to the math teachers, administrators, or superintendents who may feel nervous about the radical innovations in math EDU by MMU series & why math EDU needs super stars

  3. And if you haven’t noticed, this is the modern tribal feuds that ended the lives of Romeo and Juliet thanks to the Capulets and the Montague mentality.
  4. MMU1 impacts on the USA as a nation as a whole.

Source: NAEP website (access in december 2016)



Source: NAEP website (access in december 2016)


What Lee proposes with the MMU series to districts and the state DoEs?


What data and evidences justify the claims of the MMU variations?

Our evidences can be reached from the following links.


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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