Our model makes a big impact.
We make learning exceptional.
UP is committed to demonstrating that public schools can and must serve all students effectively.
We recognize that systemic inequities—and the daily challenges they pose for our students—directly impact the resources available to them, the quality of education they receive, and their future opportunities.
Our network exists to address the resource and capacity gaps in historically under-resourced schools by providing them with comprehensive support and resources, fostering vibrant and affirming learning spaces where students, teachers, and staff can thrive. Our schools are district schools with autonomies that allow us to innovate and apply best practices from throughout the sector.
Since 2010, UP has successfully transformed systems within schools to improve student outcomes, having managed schools in Boston, Lawrence, and Springfield, and served over 11,000 students.
11,000+
Students Served Since 2010
#1
8th grade ELA achievement in the state among high-needs schools
#1
8th grade Math growth in the state among high-needs schools
Top 5
schools in Dorchester for ELA & Math growth, especially for multilingual learners
Our Theory of Change
UP has developed a focused and powerful Theory of Change of how we do the work.
There are three main components to the UP Theory of Action:
developing and retaining strong school leaders
coaching and developing teachers to get better at their practice
clearing the path for academic leadership
These three focus areas have helped UP achieve very strong results. Additionally, the UP network team’s extra capacity fuels the development of innovative programming to enhance the student experience.
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Strong school leaders are critical to achieving strong, stable schools. Skillful school leaders have a clear vision for instruction, set the tone for adult and student culture, and ensure there is a strong teacher in every classroom. Moreover, strong school leaders drive high retention of educators and staff. UP focuses on supporting and developing leaders to both become better and stay in the role. UP’s current school leaders have all been in their roles for five or more years, and they’ve worked with UP for eight or more years in total.
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Teachers have more impact on student achievement than any other factor in schools. Ensuring every student has a strong teacher in front of them is paramount. UP’s approach to this begins with recruiting and hiring values-aligned staff who believe in growth and development. Once hired, UP’s coaching and development model supports educators to perpetually improve their practices and fosters close collaboration among peers which strengthens the adult learning culture.
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UP has a strong operations component within their network and schools which takes care of many of the non-academic responsibilities that school leaders and academic coaches may have at other schools. The operations teams handle facilities challenges, scheduling, budget, compliance, family engagement, etc. This strong and capable arm allows for focus on the most important work of teaching and learning.
How we operate.
Our schools are autonomous with a co-leader model and their own academic and operations teams. Schools have an additional layer of support through the network.
The network manages schools and provides comprehensive support that builds capacity for schools to focus deeply on students. Our network team works in partnership with school teams to support student learning.
Network support services include finance, talent, HR, IT, operations, governance, development/fundraising and communications.
Our Guiding Pillars
UP is guided by four pillars that are characteristic of the student experience, directly connected to our mission and vision and their lifelong success.
Outstanding Core Academics
Equitable Experiences for
Students and Staff
STEM and Immersive Learning
Social-Emotional Learning as Core and Universal
Our students achieve
gap-closing growth.
Students at UP graduate well-prepared to thrive in high school and beyond, as demonstrated by MCAS data reflecting significant growth and increasing proficiency levels.
Eighth graders at UP schools consistently outperform district and state averages, particularly among schools serving high-needs students.
“Our teachers have high expectations because they know we can accomplish the goals that we set for ourselves.
This school has helped me become my best self. I feel like I’m able to be my true self no matter what.”
—8th Grade Student, UP Academy Dorchester
(Source: MCAS Student Growth Percentile and Proficiency Data from SY23-24 School Year)
Impact & School Annual Reports
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2023-2024
Network Impact Report
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MCAS Results
2023-24 School Year
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SY2023-2024 Annual Report
UP Academy Boston & Dorchester
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SY2022-2023 Annual Report
UP Academy Boston & Dorchester
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SY2021-2022 Annual Report
UP Academy Boston & Dorchester