Little of 150 years of research in Cognitive Neurosciences, Human Factors, and the mathematics of Production Management have found their way into educational policy and certainly not into the classroom or in the production of educational materials in any meaningful or practical fashion. Whilst more mundane concepts of timing, sequencing, spatial organisation, and Gestalt principles of perception are well known and applied, the nature of Receiver Operating Characteristics (ROC) and the responsibility of the sender in that regard, as well as the maintenance of simplistic notions of developmental brain organization and hemisphericity for language rather than the neurophysiology of embodied language as an example, still inform pre-K-3 curriculum. The paper intends to overview the science of human physiologic efficiencies in engineering terms in an attempt to develop novel approaches and thinking to classroom-based practice and subsequently leadership and policy informed by current neuroscientific realities and by production management and optimization principles now applied to schools, and their consumers. (Contains 7 figures.)