Zero Leap Theory reveals structural issues in credentialing and testing policies, indicating potential harm to education.
Applies ZLT to education governance and models compulsory credentialing + standardized testing as a coercive lock-in regime where “consent” is structurally impaired (exit coercion), producing predictable resistance, informational distortion, and entropic dissipation rather than competence gains. Introduces diagnostic indices (including ECI-E / IAS-EDU framing), falsifiers, and minimal safeguards to prevent structurally negligent policy escalation.
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DANNY YUBI DAGOGLIANO (2026) studied this question.
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