Objective: to apply meso-curricular processes regarding academic terms, class periods, study plans and promotion criteria as implicit factors in the educational success or failure. Methodology: non-experimental mixed method research, made with 588 students of the Escuela Normal Superior de Manizales, without an intentional manipulation of the independent variables. The Education Designed for Diverse Teaching) (Educacion Disenada para la Ensenanza Diversa EDAD) pedagogical model was applied and the data collection was achieved in one stage. The scope of this research was descriptive, correlational and descriptive. Findings: the mesocurricular processes are constituted by study plans done by emesters, class periods between 150 to 200 minutes and promotion criteria due to study plan progress, and significantly impinge on the study of low school performance. Conclusions: despite the non-existing evidence of systemic studies on the meso-curricular processes as factors associated with the educational success/failure, there is a clear evidence of the application of the EDAD model, in which positive effects in the improvement of the academic performance and a low school grade failure are shown. All these factors allow the use of this emerging tool as an element to face the educational failure phenomena.