Ok, I need to expand a bit on my excessively long post on education some time back.
The first thing I am going to clarify is streaming. This is not merely distinction by speed, which is the normal (and therefore wrong) approach. You have to distinguish by the nature of the flows. In practice, this means distinguishing by creativity (since creative people learn differently than uncreative people).
It is also not sufficient to divide by fast/medium/slow. The idea is that differences in mind create turbulence (a very useful thing to have in contexts other than the classroom). For speed, this is easy - normal +/- 0.25 standard deviations for the central band (ie: everyone essentially average), plus two additional bands on either side, making five in total.
Classes should hold around 10 students, so you have lots of different classes for average, fewer for the band's either side, and perhaps only one for the outer bands. This solves a lot of timetabling issues, as classes in the same band are going to be interchangeable as far as subject matter is concerned. (This means you can weave in and out of the creative streams as needed.)
Creativity can be ranked, but not quantified. I'd simply create three pools of students, with the most creative in one pool and the least in a second. It's about the best you can do. The size of the pools? Well, you can't obtain zero gradient, and variations in thinking style can be very useful in the classroom. 50% in the middle group, 25% in each of the outliers.
So you've 15 different streams in total. Assume creativity and speed are normally distributed and that the outermost speed streams contain one class of 10 each. Start with speed for simplicity I'll forgo the calculations and guess that the upper/lower middle bands would then have nine classes of 10 each and that the central band will hold 180 classes of 10.
That means you've 2000 students, of whom the assumption is 1000 are averagely creative, 500 are exceptional and 500 are, well, not really. Ok, because creativity and speed are independent variables, we have to have more classes in the outermost band - in fact, we'd need four of them, which means we have to go to 8000 students.
These students get placed in one of 808 possible classes per subject per year. Yes, 808 distinct classes. Assuming 6 teaching hours per day x 5 days, making 30 available hours, which means you can have no fewer than 27 simultaneous classes per year. That's 513 classrooms in total, fully occupied in every timeslot, and we're looking at just one subject. Assuming 8 subjects per year on average, that goes up to 4104. Rooms need maintenance and you also need spares in case of problems. So, triple it, giving 12312 rooms required. We're now looking at serious real estate, but there are larger schools than that today. This isn't impossible.
The 8000 students is per year, as noted earlier. And since years won't align, you're going to need to go from first year of pre/playschool to final year of an undergraduate degree. That's a whole lotta years. 19 of them, including industrial placement. 152,000 students in total. About a quarter of the total student population in the Greater Manchester area.
The design would be a nightmare with a layout from hell to minimize conflict due to intellectual peers not always being age peers, and neither necessarily being perceptual peers, and yet the layout also has to minimize the distance walked. Due to the lack of wormholes and non-simply-connected topologies, this isn't trivial. A person at one extreme corner of the two dimensional spectrum in one subject might be at the other extreme corner in another. From each class, there will be 15 vectors to the next one.
But you can't minimize per journey. Because there will be multiple interchangeable classes, each of which will produce 15 further vectors, you have to minimize per day, per student. Certain changes impact other vectors, certain vector values will be impossible, and so on. Multivariable systems with permutation constraints. That is hellish optimization, but it is possible.
It might actually be necessary to make the university a full research/teaching university of the sort found a lot in England. There is no possible way such a school could finance itself off fees, but research/development, publishing and other long-term income might help. Ideally, the productivity would pay for the school. The bigger multinationals post profits in excess of 2 billion a year, which is how much this school would cost.
Pumping all the profits into a school in the hope that the 10 uber creative geniuses you produce each year, every year, can produce enough new products and enough new patents to guarantee the system can be sustained... It would be a huge gamble, it would probably fail, but what a wild ride it would be!
