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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