Opening doors together: Reflections on the 2025 National Education Equity Lab West Coast Summit

Since Stanford Digital Education launched in 2021, I’ve worked with my team to expand access to Stanford for learners who might not otherwise have the opportunity. Having visited Title I high schools with which we partner, I thought I understood thoroughly the significance of our efforts to bring Stanford courses to these classrooms. On May 27, though, I saw our mission come to life in a way that moved me. Some 350 students — many who had never visited a university campus — got to spend the day at UCLA as part of an event I helped to organize. Their excitement about attending college was palpable, their enthusiasm contagious. The experience reminded me that what we do isn’t about just courses and credits; it’s about opening doors and helping transform students’ futures in lasting ways. 

Stanford Digital Education’s pathways program has enrolled over 2,400 students nationwide from 96 Title I high schools — those that serve high-poverty communities — in hybrid versions of Stanford undergraduate courses. By successfully completing the courses, students not only get credit from both their high schools and Stanford, but they also strengthen their college applications and are prepared to excel in higher education. Stanford and other universities partner with the nonprofit National Education Equity Lab to access schools and districts and run courses. At least 13 students who have taken Ed Equity Lab courses have enrolled at Stanford, with many more at the University of California, the Ivy League, and other institutions across the country.

The 2025 National Education Equity Lab West Coast Summit was organized by representatives from the Ed Equity Lab, Arizona State University, Cal Poly Pomona, UCLA, the UC Chancellor’s Office, and Stanford, along with 12 Los Angeles-area schools. The students had all taken an Ed Equity Lab course in 2024-25. The day featured panels on college applications and financial aid, a panel of Ed Equity Lab alumni talking about their transitions to college, a campus tour, and a discussion with a UCLA faculty member. All of the students left with a swag bag and information about the universities that participated.

In addition to allowing students to learn more about college, the gathering provided an opportunity for me and other university representatives to hear from the teachers and administrators from these high schools on how we could better partner in this program. This event was one of the highlights of my four years working on this program. Here are three key takeaways:

The power of peer-to-peer conversations 

One of the most powerful sessions was the student panel featuring first-generation college students from ASU, UCLA, and Stanford. I was especially excited to have nominated Frida Gonzalez, a Stanford first-year student and Birmingham Community Charter High School graduate, to join the panel and share her journey. It was clear from the cheers during her introduction that her presence resonated deeply with the nearly 40 Birmingham students in attendance, many of whom had taken Stanford’s introductory computer science and bioengineering courses through the Ed Equity Lab.

The panelists discussed how they chose their universities, navigated family concerns, selected majors, and found mentors. The audience’s engagement, in the form of applause and questions, underscored how meaningful it is for students to hear from peers who recently sat in their seats. Lindsay Humphrey, a Birmingham High teacher, wrote to me later about the impact it had on her current students: “This is already a motivated and college-bound group, but hearing stories that look and sound like their own lives helps them embrace and experience the possibilities of higher education in a whole new way.” These authentic stories made college feel more attainable and inspired attendees to envision themselves on campus.

Teachers as co-designers and critical partners

One of the most rewarding aspects of the Summit was reconnecting with teachers like Lindsay Humphrey and Kalilah Dixon from Westchester Enriched Sciences Magnet High School, both of whom have been instrumental in co-designing our Stanford course offerings. Getting a hug from each of them made the trip worth it! Their insights and dedication have helped shape our programs to genuinely meet students’ needs.

At the Summit, a roundtable discussion brought together teachers, university representatives, and Ed Equity Lab staff to share challenges and opportunities in delivering dual-enrollment courses. I learned from Pedro de Leon of Linda Marquez High School about the difficulties schools face in navigating university registration and course management systems, especially when technical issues arise. Others highlighted the demand for courses in financial literacy, AI, and communications as students look ahead to future careers.

These candid conversations help us refine our programs to better fit classroom realities and student needs. By treating teachers as co-designers, we ensure our efforts are grounded, practical, and impactful.

Universities as partners, not competitors

As we have continued to try and give learners access to Stanford, particularly to those who have not traditionally had access, we have developed deep partnerships with the  Ed Equity Lab and other universities that are also engaged in this dual enrollment effort. Working together to increase outreach and communication about this program and build better, more impactful educational opportunities is essential to scale our work in Title I high schools. 

The summit planning process was a testament to this spirit of partnership: from coordinating guest speakers to assembling swag bags, there was a shared commitment to helping students regardless of which institution they might ultimately attend. By focusing on the greater good, we were able to provide students with a more comprehensive and supportive introduction to college life. Stanford was invited to help organize this event by Rolin Moe, the executive director of UC Online, and I think he summed things up well in a social media post the week after the summit, calling the experience "monumental and (hopefully) transformative." This event underscored for me that true progress in educational access comes from collaboration, not competition, among institutions.

Priscilla Fiden is associate vice provost for digital education and chief of staff for Stanford Digital Education.

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