In the GLMZ public education system, 23% of students aged 12-18 have at least one SNT-bonded augmentation. In corponation-run private academies, the figure is 78%.

The augmented students are not smarter. They are faster. A BCI-augmented student can access information at the speed of thought, perform mathematical operations through neural co-processing, and maintain attention through augmented focus regulation. They do not learn better — they process better. The distinction matters, but it does not matter to college admissions boards.

Unaugmented students in mixed classrooms report feeling 'slow,' 'broken,' and 'left behind.' Teachers report that maintaining a curriculum accessible to both augmented and unaugmented students is increasingly impossible. The augmented students are bored. The unaugmented students are overwhelmed. The gap widens every year.

Corponation Legacy Programs exacerbate the divide. Children augmented at 8-12 through employer benefit programs arrive at school with capabilities that unaugmented classmates cannot match. These children did not choose augmentation. Their parents chose it for them — often as a condition of employment.

The GLMZ Education Equity Alliance recommends:
— Prohibition of augmentation-dependent testing in public education
— Separate performance tracks for augmented and unaugmented students (controversial, criticized as segregation)
— Universal basic augmentation stipend for students from Tier 1-2 households (opposed by all major corponations)

None of these recommendations have been adopted. The augmented continue to outperform. The unaugmented continue to fall behind. The future belongs to those whose parents could afford the Saint.