"Aim Higher. Achieve More."
Level Up is a K–12 academic achievement and readiness program within the Community Change Pedagogy. It supports students at all grade levels—elementary through high school—as they prepare to advance academically. Whether students are moving to the next grade, transitioning to middle or high school, or gearing up for postsecondary studies, Level Up offers tailored support through targeted instruction, study strategies, and academic resilience-building.
Goals
- Strengthen mastery of grade-level academic standards.
- Foster effective study habits, organizational skills, and self-management.
- Support smooth transitions between school levels (elementary → middle, middle → high, high → postsecondary).
- Build self-confidence, perseverance, and a growth mindset in learners.
Skill Objectives
Participants will improve the following skills:
- Problem-solving skills – the ability to strengthen academic performance and overcome barriers to learning success
- Research skills – the ability to investigate study strategies, academic resources, and pathways for growth
- Management skills – the ability to set goals, track progress, and manage responsibilities that support academic advancement
Outcomes
- Improved grades and academic performance across subjects.
- Enhanced readiness for school-level transitions—from promotion to moving to the next stage of education.
- Strengthened independent learning capabilities and organizational strategies.
- Increased motivation, persistence, and preparedness for future academic goals.
Benefits
Research shows that academic readiness and transition programs for K–12 students:
- Improve student achievement by aligning personalized instruction with curriculum standards (Slavin et al., 2009).
- Lead to smoother school transitions and better academic and emotional adjustment during key educational milestones (Jindal-Snape et al., 2021; Scottish Government, 2019).
- Boost long-term educational success by promoting early awareness of academic pathways and building knowledge and skills needed for future advancement (Jindal-Snape et al., 2021).
References
- Jindal-Snape, D., Symonds, J. E., Hannah, E. F. S., & Barlow, W. (2021). Conceptualising primary–secondary school transitions: A systematic mapping review of worldviews, theories, and frameworks. Frontiers in Education, 6, 540027. https://doi.org/10.3389/feduc.
2021.540027 - Scottish Government. (2019). Primary–secondary transitions: A systematic literature review – Research findings.https://www.gov.scot/
publications/primary- secondary-transitions- systematic-literature-review- research-findings/pages/1/ - Slavin, R. E., Lake, C., & Groff, C. (2009). Effective programs in middle and high school mathematics: A best-evidence synthesis. Review of Educational Research, 79(2), 839–911. https://doi.org/10.3102/
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