Educators advance dual enrollment at first annual Accelerate ASU Partner Conference

College credit is no longer reserved for students who clear the highest bars.

Across the country, more high schools are making it part of the everyday student experience — accessible, supported and integrated into the school day.

Dual enrollment is at the center of that shift — growing 18% nationally nationally between 2021 and 2023. Research shows students who complete college-level coursework in high school are significantly more likely to enroll and persist in higher education. And with 72% of jobs projected to require some form of postsecondary credential by 2031, helping students earn credit early is becoming both a strategy and a necessity.

That movement brought more than 100 high school leaders, educators and counselors to Arizona State University in Tempe from June 17-18. Over two days at the first Accelerate ASU Partner Conference, they exchanged advising models, reworked support strategies and planned how to fit college credit into their high school schedules.

They came to sharpen a shared approach — one that’s already reaching thousands of students — and to build the systems, strategies and relationships needed to take it further.

Expanding a flexible, student-centered model

Accelerate ASU provides high schools with access to ASU Universal Learner Courses, over 75 first and second year college classes taught by ASU faculty. ULCs are unique in that students can earn college credit without traditional barriers like cost, GPA, transcript or test score requirements. To date, more than 22,000 learners enrolled across 550+ schools have participated in the program, which offers a scalable, low-risk on-ramp to college.

What sets it apart is not just the volume of participation, but the flexibility it offers to both schools and students. “600 pathways for 600 kids is really what resonates in my head,” said Justin Blanchard, principal of Gentry High School in Arkansas. “That’s a mindset that we have. It’s great to hear that as a shared vision here.” Blanchard and colleague Scott McCollum shared how they are building new accountability strategies and classroom models that blend high school and college credit in the same space.

Agua Fria Union High School District in Arizona is weaving Accelerate ASU into its ten-year strategic plan, using the courses to fill instructional gaps and align with graduation requirements. “ULCs are a release valve when students face schedule conflicts or when we can’t staff certain classes,” said Bryan Richman, director of nontraditional programs at Agua Fria. “They’re value-added — not a replacement, but an essential part of expanding access.”

In Los Angeles, the Archdiocese is building a network-wide model across 50 schools. After early pilots saw just 13% completion, director of early college and online learning for ADLA, Edgar Saltingo, Jr., led a shift to integrated, supervised time during or after school. “Now we’re seeing 80 to 90% completion rates. The biggest difference? Having a teacher or facilitator who knows the students, sees them and keeps them going.”

Building cultures of college readiness

For ASU Prep Digital, one key takeaway was the importance of early integration. “We’re working on building out our master schedules for rising ninth graders so they start with the expectation of taking Universal Learner Courses,” said Brianna Ortiz. “We’re also making sure our learning success coaches and counselors are fully using the resource hubs ASU provides”.

Dr. Isaac Vigilla, dean of studies of Kamehameha Schools in Hawaiʻi, emphasized the power of shared learning. “We’re often running pathways in silos, but now there’s a network of educators in this space,” he said. “The biggest takeaway for us is to continue collaborating. We’re taking this back to our stakeholders, instructors, parents and registrars to build out stronger, more responsive models”.

Looking ahead: New courses, stronger networks

During the closing session, Scott Weatherford, executive director of Universal Pathways, shared a new offering: an “Introduction to Global Affairs” course developed with the Council on Foreign Relations. Weatherford shared that the team would be working with ASU faculty on a number of other exciting potential builds this year, like an AI and Design course, a four-course conservation certificate, and a Google Cybersecurity Credential.

Throughout the conference, one theme held steady: this work continues well beyond the school year. Educators explored ways to stay connected, strengthen support systems and learn from one another year-round.

“This is about building something that reaches more students and actually supports their success,” said Dr. Weatherford. “It’s about helping them earn credit, build momentum and feel a real sense of belonging in higher education.”

The event closed with schools rethinking how they deliver opportunity — starting dual enrollment earlier, embedding support more intentionally and designing around real student needs. The focus now is to carry that momentum forward, so more learners graduate ready to take on college, careers and the futures they dream.