College before graduation: How ASU is shaping student futures in LA Catholic schools

In 2020, as schools scrambled to adjust to a world turned upside down, the Archdiocese of Los Angeles took a bold step forward. Instead of waiting for stability to return, ADLA launched a partnership with Accelerate ASU, one of the nation’s largest university dual enrollment providers with 22,000+ students and 550+ schools engaged. 

The goal? To give students — many of whom would be the first in their families to attend college — an opportunity to earn university credit before graduating high school.

More than four years later, the program is thriving. With funding from the Conrad N. Hilton Foundation and the Dan Murphy Foundation, ADLA has been able to remove financial barriers for students while integrating ASU Universal Learner Courses into school schedules. Multiple ADLA high schools, including Cantwell-Sacred Heart of Mary High School, Pomona Catholic School, Sacred Heart High School, Saint Joseph High School, San Gabriel Mission High School, Santa Clara High School, St. Paul High School and St. Pius X – St. Matthias Academy, are participating.

Students from these schools are succeeding in the courses, making it clear that ADLA’s partnership with Arizona State University is not just about providing early college credit, but reshaping what’s possible for students in Catholic schools across Los Angeles.

Scaling dual enrollment to meet students where they are

Unlike traditional dual enrollment models, which often rely on local community college partnerships, ADLA needed a solution that could serve students across its 50 high schools, spanning from Pismo Beach to Long Beach, California.

“We needed a partner that could scale, that we could enroll students quickly, that we could monitor their progress,” said Edgar Salmingo, Jr., Director of Early College and Online Learning for ADLA. “There were other solutions, but they required students to sign up on their own, or we couldn’t see their progress. ASU made it seamless.”

This level of oversight was critical for ADLA. While some high school students thrive with independent online learning, others require structured support. ASU’s approach allowed ADLA to track student progress in real time so students didn’t slip through the cracks.

“Dual enrollment should be accessible, not just for students who already see themselves going to college,” said Audrey Moreno, senior director of national bridge partnerships at ASU’s Learning Enterprise. “The partnership with ADLA is a great example of how we can remove barriers and help students — especially first-gen and low-income students—step into their potential.”

From summer struggles to structured success

When the program first launched, students took ASU courses independently over the summer. The results were mixed.

“We didn’t have very good completion rates because teenagers tended to have difficulty completing college-level courses independently over the summer,” Salmingo said.

Recognizing the need for more structure, ADLA pivoted to a new model: students now take ASU courses as part of the school day, with a dedicated facilitator monitoring their progress.

“The facilitator checks in daily, sees how they’re doing, and offers help if they need it,” Salmingo explained. “We noticed that when students got stuck, they didn’t always ask for help. If they were doing this at home, they’d just stop. But in person, a teacher or facilitator notices right away and steps in.”

This change made a significant impact. With in-school support, students became more engaged, confident and likely to complete their courses successfully.

Expanding career pathways in Catholic schools

Beyond making college courses accessible, ADLA’s partnership with ASU has helped fill gaps in school curricula, particularly in career and technical education.

“Some of our schools simply don’t have the resources to offer specialized career pathways, like data analytics or healthcare,” Salmingo said. “With ASU, we can give students those opportunities without having to build out entire programs from scratch.”

Christian Gomez, an alumna of St. Pius X – St. Matthias Academy, agrees. He says, “Being able to expand on different fields and areas was pretty cool as a senior, and being able to see the different careers out there. It’s been a great experience.”

ASU’s stackable certificates have also played a role in shaping ADLA’s strategy. Since many of ADLA’s students are low-income or first-generation college-goers, the goal isn’t just to offer dual enrollment, but to ensure that students graduate high school with meaningful credentials that give them a head start in college and career.

One of these offerings is the Leadership for Change certificate. Developed by ADLA alongside Accelerate ASU directors Audrey Moreno and Scott Weatherford, it includes a curated series of courses designed to build leadership skills through the lens of social justice, aligning with the school’s goals of thoughtful, values-driven engagement among students. 

These kinds of offerings open the door for students to engage more deeply with their coursework, with their goals and with a clearer sense of where they’re headed.

Students see real impact — on their confidence and their future

The biggest win? Students believe in themselves.

“I would say close to 100% of students feel more prepared for college after taking ASU courses,” Salmingo shared. “Many start out thinking, ‘This is too hard. I don’t know if I can handle it.’ But by the end, they’re saying, ‘Oh, I can do this.’”

Students echo that sentiment. Liam Moreno, a graduate of and the valedictorian of his class at St. Paul High School, found that the program not only strengthened his skills but also boosted his college applications. 

“For me, it helped me out for college applications, because colleges really like to see dual enrollment,” he says. “It made me more confident in my skills. It was genuinely very straightforward because they give you all the resources you need to succeed.”

For others, like Lucia Orozco, an alumna of St. Pius X – St. Matthias Academy, the experience has provided valuable preparation for what’s ahead: “I think this experience has prepared me because I know now what I’ll be encountering in college and the kind of classes I’ll be taking,” she said.

That confidence often translates into college credit savings and academic acceleration. ADLA has already seen students graduate and transfer ASU credits to universities, allowing them to save money and move ahead in their degrees.

Others benefit from the flexibility of ASU’s on-demand courses. Students who play sports or have demanding extracurriculars can pace themselves, taking courses when it works for their schedule.

“Some of our students have taken up to nine courses in a year, while others take just one at a time,” Salmingo said. “The flexibility lets them make it work.”

Looking ahead: continuing to scale impact

For ADLA, the future is about expanding access — bringing more students into the program and ensuring that they see college as not just a possibility, but a reality.

“Every student deserves the opportunity to get a head start on college,” Moreno said. “When we talk to students who’ve completed these courses, they tell us how much more confident they feel about their future. That’s what this is about — equipping them with the knowledge that they belong in college.”

With more students realizing their potential through early college experiences, ADLA is seeing firsthand how access to high-quality dual enrollment can change trajectories — not just for individual students, but for entire families and communities.

“We’re proving that students — especially first-gen students — are more than capable of college-level work,” Salmingo said. “They just need the opportunity. ASU is helping us provide that opportunity, and the results speak for themselves.”