CIS Context

CIS History & Context

The Minnesota Postsecondary Enrollment Options Act (124D.09) provides high school juniors and seniors the opportunity to take a postsecondary course(s), either on a college campus (PSEO) or in their own high schools (CIS). Students taking a postsecondary course earn simultaneously both high school and postsecondary academic credit.

CIS Started Small in 1986.

Concurrent enrollment goals at this time were to provide students with courses and subjects that were unavailable at the high school and as a next step as they completed high school requirements.  At the U of M Twin Cities, CIS began in 1986-87 with one course, under Minnesota’s groundbreaking Postsecondary Enrollment Options Act.  English composition, English literature, American history, and German cohorts were started in the program’s early years.  CIS grew with high school demand and we share our high school partner's goals to serve all junior and senior students equitably with the experience of taking one or more college course offered at the high school.  In 2023-24, CIS extended U of M outreach through 6 colleges and 42 courses to 134 high schools with nearly 400 CIS instructors, and served 9,000+ individual students.

5 Essential Facts

1. Courses taught through CIS are actual University of Minnesota courses. CIS policies and practices ensure that the current content, pedagogy, assessment and context in CIS sections are the same as and/or comparable to on-campus sections of the same course. The same textbooks used in on-campus sections of a course are ordinarily used in the CIS sections. In some CIS discipline cohorts, high school instructors may select a different college text and the text must be approved by the faculty coordinator.  If on-campus sections use the same exams, then CIS sections all use the same exams; if on-campus sections use a variety of instructor-created exams, then CIS sections may do the same.  Faculty coordinators work together with CIS instructors to provide choice, culturally relevant pedagogies, and academic freedoms where it makes sense in the curriculum, instructor expertise, and contexts, provided these options offer the U of M course experience.

2. CIS students earn University of Minnesota credit. CIS students are registered as non-admitted students through the College of Continuing and Professional Studies; students’ courses, credits and grades are recorded on an official University of Minnesota transcript. 

3. U of M credit earned through CIS is recognized by other colleges and universities, coast to coast.  Student survey results have consistently shown that 92%-97% of respondents who sought to have their U of M credits earned through CIS recognized by other colleges or universities were successful. Credit recognition means:  (1) U of M credit was counted toward graduation requirements; and/or (2) course content was recognized and students were exempted from required courses and/or (3) students were given advanced freshman or sophomore status—all as a result of their earning U of M credits through CIS. 

4. CIS partnerships provide ongoing professional education.  Faculty Coordinators develop exemplary, ongoing professional education and opportunities for CIS instructors to invest in their development in the field at no additional cost to the school.  CIS requires instructors to participate in CIS discipline-specific workshops and events for as long as they teach in CIS.  Led by U of M faculty who serve as CIS faculty coordinators, these workshops cover the content, pedagogy, assessment and current knowledge and trends of the course and discipline taught by CIS instructors; ensure a U of M course experience; in addition, University faculty and other experts engage instructors in considering related topics. 

5. U of M Twin Cities CIS program is accredited by the National Alliance of Concurrent Enrollment Partnerships (NACEP). 

Concurrent Enrollment Defined

Concurrent enrollment (CE) courses (also called Dual Enrollment [DE]) are college and university courses taught by approved high school teachers at the high school as part of their regular teaching assignment during the normal school day.  These teachers meet CIS instructor credential and experience requirements as designated by academic departments.  As affiliated Teaching Specialists, they prepare and teach the U of M course, and also have continuous support from CIS and the faculty coordinators.   Students simultaneously earn high school and postsecondary credit by taking the university class. 

The National Alliance of Concurrent Enrollment Partnerships (NACEP) is the national professional association and accreditor for postsecondary institutions involved in concurrent enrollment.  Minnesota Statute requires NACEP Accreditation or it's equivalent for high school partners to receive prorated CE state reimbursement.

Benefits to High School Students, Teachers and Schools

For students a U of M course experience through CIS . . .

• Encourages high school students (primarily enrolling in CIS sections as juniors and seniors) to plan and elect a challenging academic schedule that explores and advances ones interests and career goals.

• Allows students to demonstrate mastery of content and skills through multiple and varied assessments.

• Builds academic skills and behaviors that support college and career success.

• Gives students academic momentum and confidence to keep going!  They may find greater flexibility in their college academic schedules because they’ve already completed some, if not many, foundational education requirements while in high school.

• Supports timely high school and college graduation.

• Saves families a portion of or significant amount of college tuition, because college credits earned during high school can shorten the time to college graduation.

• Offers access to University libraries and academic resources

For CIS instructors teaching a U of M course . . . 

• Participating in current, relevant and engaging professional education and development opportunities builds their breadth and depth of discipline-specific knowledge, pedagogies, and skills.

• Belonging to a collegial, discipline-specific collegiate network of university and high school instructors is highly valued.

• University libraries, IT support, and academic department resources are available.  

• They are appointed as U of M Teaching Specialists through the College of Continuing and Professional Education (CCAPS).  U of M access for each instructor is funded by CIS.

• When surveyed, CIS instructors reported improved job satisfaction and enjoyed teaching U of M coursework, even with the added responsibility.

For schools, University coursework taught on-site. . .

• Creates an expectation of -- and an opportunity to -- advance to the next course in a subject of interest and/or explore new disciplines.

• Concurrent enrollment strengthens high school -to college and -to career articulation.  When CIS instructors understand and share with their colleagues what students need to know and be able to do to succeed in a U of M course, high school academic departments work through the vertical curricular planning to engage and prepare students at each grade-level.

• The student body may become more cohesive and motivated with convenient opportunities to take U of M coursework at the high school.

• Minnesota State Legislative statute and funding allows for a prorated reimbursement per student enrollment (at approximately $50) when students remain in the high school, allowing schools to retain per-pupil state funding. 

Student Eligibility & Entry Point Project (EPP)

See Student Eligibility (CIS Policy Reference Guide) for additional information on student eligibility criteria.

U of M courses available through CIS each have a short list of multiple measures that are criteria to gauge student preparation.  They are defined, course-specific eligibility criteria, rather than relying solely on overall academic indicators such as class rank.  One goal is to use criteria that helps students self-identify their own preparedness. 

Entry Point Project (EPP) seeks broader academic and demographic range of students.

Since Fall Term 2009, CIS has sustained and partially met the initiative goals of Entry Point Project (EPP) to increase the academic range of student ability and the diversity of students served.  We began with a partnership with the Department of Postsecondary Teaching and Learning (PSTL) and Writing Studies.  Although the PSTL department no longer exists, the U of M courses listed below do, and we have expanded the course options.

The courses comprising the EPP all employ Universal Instructional Design. Courses are designed to provide both challenge and support; to scaffold students’ knowledge and skill; and to integrate the development of skills such as critical thinking, writing, and speaking with the acquisition of content knowledge.  Universal Instructional Design concepts and structures are now used broadly on campus and in many of the courses offered through CIS.

Target Audience for EPP

Schools offering Entry Point Project courses are encouraged to promote these courses to students from populations that are traditionally underrepresented in higher education, including those who are:

• • first-generation college bound

  • English language learners

  • from families of low-to-moderate income, and/or

  • in the academic middle (between the top 50% and the top 20%)

Courses Available through Entry Point Project (EPP):

• • An Interdisciplinary Look at the Family in Multicultural America

  • College Algebra Through Modeling

  • Exploring the Teaching Profession I

  • Exploring the Teaching Profession II

  • Physics by Inquiry

  • Writing Studio

Costs & Funding

State Funding

Dual enrollment and concurrent enrollment programs such as College in the Schools are authorized in Minnesota under the 124D.09 Postsecondary Enrollment Options Act. 

Under the Minnesota statute 124D.091 authorizing aid, funds to reimburse high schools for costs incurred when they offer concurrent enrollment courses to their students is available, distributed by MDE, and is currently a prorated amount determined by the total number of registrations across all concurrent enrollment programs in the state. (est. $40-50/student enrollment with current funding total at $4 million dollars distributed among high school concurrent enrollment partners in Minnesota).  

Passed in 2007, this statute requires high schools to partner with concurrent enrollment programs accredited by the National Alliance of Concurrent Enrollment Partnerships (NACEP) in order to be eligible for state reimbursement funds. High schools may also be eligible for reimbursement if they partner with a non-accredited program that can demonstrate it meets NACEP standards. College in the Schools has been accredited since 2005. 

To maintain eligibility for state funding for concurrent enrollment, high schools must partner with concurrent enrollment programs that are NACEP-accredited, in the process of becoming accredited, or demonstrate that they’ve met standards comparable to NACEP standards. Please contact Jeanne Krile (jeanne.krile@state.mn.us; 651-582-8637), School Finance, Minnesota Department of Education, for more information. 

Costs to Partner Schools

Schools pay the fees and costs associated with offering U of M courses through CIS. The CIS fee has remained at $145/course registration since 2009. Note that CIS charges on a per-course basis, not a per-credit basis. The program is revenue-neutral—due to growth we have been able to keep the fee that we charge schools flat. 

The Minnesota Department of Education prohibits the University and the high school from billing students for the cost of the concurrent enrollment course. 

Some CIS schools ask parents to contribute voluntarily to CIS costs; some schools, through groups such as academic booster clubs, language clubs, etc., or fundraise to cover CIS costs.  Schools cannot prevent a prepared student from taking the class on the grounds that they did not contribute to the cost of the class. 

Schools agree to cover costs for: 

• Course enrollment fees, $145.00/course per student.

  • Enrollment provides students with a U of M email, access to University libraries, Canvas, and other U of M supports needed for the course, a U of M student record, access to their transcript of the U of M course. 

  • Fees may apply for late payments. See the Administrators page on the CIS website for more information.

• Course textbooks and materials for students including lab materials, equipment, and technology needs.  Our U of M faculty coordinators are keenly aware that high schools cannot purchase new books frequently; text changes in CIS courses are ordinarily minimal.  Options to move to Open Source materials are made available to CIS sections as they are available and after they are tested in campus sections.  Schedules for textbook changes are noted in the course description on the CIS website and we provide high school partners and instructors with a year or more advance notice of the expected change.

• Substitute teachers to cover CIS instructors’ classes on CIS professional education workshop days (typically 3-4 professional development workshops annually, typically offered during fall, spring and summer terms).  

• Substitute teachers, chaperones and student transportation costs for CIS field days at the U of M Twin Cities campus. 

  • A CIS student field day provides opportunity to: meet peers taking the same course, use discipline specific knowledge at the event, and to become acquainted with campus.

  • Note: Students and instructors are required to attend field days of the Writing Studio, Exploring the Teaching Profession I & II, and Animal Science courses. CIS strongly encourages schools to send students to all other student  field days. 

CIS highly recommends that schools support CIS instructors’ summer attendance at CIS professional development workshops.  As is possible to fund their time, transportation, per diem to participate at the professional education events annually.  CIS covers the professional development workshop itself, including all event expenses, catering, speakers, AV, room, parking, etc.

• High schools located at a significant distance from the Twin Cities campus, may be required to cover the transportation and per diem costs for CIS instructors to travel to the professional development events annually; and assist with faculty coordinator site visit expenses, once every three years.  While some of the cohorts have a Zoom option, participation in person is valued to build community, sharing and lively conversation.

CIS in the High School Context

U of M CIS is one of several options for earning postsecondary credit 

In Minnesota, high schools may choose to offer students multiple avenues to take advanced coursework:  Advanced Placement (AP) courses, International Baccalaureate (IB) courses, CLEP test, PSEO on campus options, or concurrent enrollment courses, like U of M CIS from 40+ postsecondary providers in Minnesota.

The most significant differences among them is that college and university courses (like CIS and PSEO) allow students to actually earn credit and their grades by virtue of their performance on multiple and varied assessments without taking separate exams to earn the credit following the course. 

CIS supports community and student interest in college credit

For many schools, offering choice among college courses is now a valued (and anticipated) option in the curriculum.  CIS partners with high schools to follow Columbia College's  Community College Research Center researched advice to (1) encourage underserved student participation in dual enrollment, (2) align dual enrollment and CIS course offerings to career-technical associate and bachelor’s degree programs in high-opportunity fields, (3) advise students in the exploration of their interests and the development of post-high school education and career path plans, and (4) support students by delivering high-quality instruction to build their confidence as college learners.

High Schools offer U of M experiences by managing U of M course sizes & supports and high school budgets impact their abilities to do so

We appreciate partners working with us to construct plans and are welcome to contact us to discuss partnership situations as they arise.  Schedule a meeting or connect by phone--we're here to assist!  Contact CIS! 

1. Keeping classes small to satisfy University enrollment caps may require adding sections to the school’s course schedule and assigning CIS teachers to those sections.  The opportunity to teach smaller courses within each department needs planning and intentional scheduling support to provide each high school instructor with similar opportunities over time.  If, over time, the CIS is the only section offered as a small section, this arrangement may be perceived as unfair.

2. Release time and substitutes for CIS instructors to attend CIS periodic workshops and student field days is part of the agreement.  These events are planned expenses and vital opportunities for CIS instructors and students.  Principals have signed a CIS MOA to comply with CIS requirements.  CIS instructors submit requests for substitutes and other needs such as, transportation to student field days, at their high school in their annual planning.  Instructors notify CIS faculty coordinators if there is an absence due to illness.  

When HS budgets are tight, transportation costs may impose a hardship for school participation.  Discuss problem solving among cohort members to reach creative solutions, such as bus sharing, grants, or other arrangements while planning CIS events.

3. Textbook purchases. High schools typically buy new textbooks for any given subject area on a cyclical basis that may occur once every seven to ten years. Buying new texts even on a reasonable schedule of every three years can be extremely challenging for a school/district. Faculty coordinators are asked to work with their departments to allow schools to former editions of required texts, until it becomes impractical to manage or reach other solutions.  Discuss options with your cohort and CIS liaison.

4. In a survey of CIS partner school principals that CIS conducted several years ago, principals identified money to be the single greatest obstacle to adding new CIS sections/courses to their high school curriculum. Sometimes, simply continuing to offer a CIS course can put a strain on a school budget. Even if principals, school boards, etc. recognize that the U of M credit earned through CIS is highly valuable, their budgets may simply be very tight. Offering U of M courses can mean a school cannot offer another important program. 

CIS in the University Context

Partnerships with U of M departments provide foundation for CIS work 

CIS is nothing if not a partnership! No single partner—not the high school, not the University’s academic department, not the CIS program office—could “do” CIS without the others. 

CIS can offer a University course to high school students only if an academic department gives its permission to do so and the U course is listed on the University "books".  The department retains its oversight of the course through the person of the faculty coordinator, who—following processes of the CIS program—selects teachers, prepares them to teach the University course, and supports them throughout their tenure with CIS. The faculty coordinator also observes CIS instructors in their high school classrooms to evaluate the delivery of instruction in University courses. 

One of the most fundamental responsibilities of the faculty coordinator is to help CIS maintain a healthy partnership with the University’s academic department. 

Ensuring University Quality

Below are the CIS policies and practices that ensure that U of M courses offered through CIS retain University quality. 

1. All University of Minnesota courses taught through College in the Schools (CIS) are courses that carry University degree credit and have been approved through normal University processes. 

   • They are catalogued University of Minnesota courses

   • Offered to students on the University campus

   • Offered to students through CIS at partner high schools 

2. A University of Minnesota faculty or academic staff person is appointed by the relevant academic department and approved by the CIS director as CIS faculty coordinator to oversee the course(s) available through CIS and the instructors teaching CIS sections. The faculty coordinator: 

   • Defines instructor qualification requirements on behalf of the department; accepts or denies instructor applications; 

   • Defines student qualification requirements with relevant input from CIS instructors; 

   • Plans and delivers a minimum of three discipline-specific professional education activities each year that address the current content, pedagogy, assessment of the course(s) taught by CIS instructors and other relevant discipline-specific development; 

   • Reviews each CIS instructor’s syllabus each term to ensure it meets campus standards; 

   • Reviews student work graded by CIS instructors to ensure that University grading standards are followed;

   • Observes CIS instructors teach, to ensure that the pedagogy and content match that in college-campus sections; 

   • Reviews official University reports of grade distribution in CIS sections; and 

   • Reviews summaries of Student Rating of Teaching surveys completed by CIS students. 

3. University courses taught through CIS use the same or comparable texts as are used in the course on the college campus. 

4. As long as they teach through CIS, instructors are required to participate each year in discipline-specific workshops led by the U of M CIS faculty coordinator. These workshops address the content, pedagogy, and assessment of the University course(s). 

5. The U of M Twin Cities CIS program is accredited by the National Alliance of Concurrent Enrollment Partnerships (NACEP). To become accredited, CIS Twin Cities demonstrated that it met or exceeded standards of excellence applying to curriculum, student selection, instructors, student assessment, and program evaluation.

Related Links:

• Accreditation Standards (NACEP Website)

Why do University departments participate in CIS? 

1. CIS helps develop high school students who are better prepared for college. 

2. CIS provides departments an outreach opportunity with a significant multiplier effect. Each CIS instructor typically teaches well over 100 high school students each term. In addition, each CIS high school instructor can influence colleagues in his or her own academic department, raising expectations for teacher professionalism and student performance. 

3. The presence of a U of M course in a school can change the curriculum of an entire high school academic department, so that it better prepares students for success in the U of M courses offered through CIS. One consequence is that the school’s curricula better prepares all students for higher education. 

4. Recruitment to the University is not a CIS goal. However, some departments find that offering a class through CIS strengthens the “pipeline,” and encourages students to apply to the U of M. 

5. Participating in CIS requires neither financial risk nor financial investment from the academic department. 

How do U of M faculty and staff find time and energy to participate in CIS? 

The extensive administrative support provided to the faculty coordinator by CIS makes the faculty coordinator’s job manageable. CIS takes care of matters such as: 

• Student registration and billing 

• Course evaluations – distribution and collection 

• Logistical arrangements for workshops and field days 

• Program policy development and implementation 

• Administrative relations with school partners 

• Salary and honoraria payments

• Program evaluation 

The instructional support provided to the faculty coordinator by CIS makes the coordinator’s job manageable. 

• CIS supports faculty coordinators additionally when the cohort grows to 20 or greater with a TA or a retired CIS instructor to assist the faculty coordinator in implementing professional development workshops and student field days.  (If the cohort is quite small, CIS will likely not pay for an assistant additionally, however a shared role and  salary arrangement is possible.) 

• A course advisory committee, composed of 2-3 CIS instructors who receive a modest honorarium from CIS for their work, helps the faculty coordinator plan instructor workshops and student field days. 

Thorny issue 

Some University departments believe CIS enrollments may have hurt registration numbers in their on-campus introductory courses.  However, we currently know that only 15-20% of CIS students ever matriculate at the U of M (all campuses included). 

It is important to remember that students may matriculate at the U of M with credits earned through Advanced Placement, International Baccalaureate, CLEP (College Level Examination Program), and concurrent enrollment programs sponsored by other postsecondary institutions across the state and country. The U of M Twin Cities CIS program is only one of many ways for students to earn college credit while in high school. 

CIS in the Minnesota Context

Many Players in Minnesota 

College in the Schools at the Twin Cities U of M campus is only one among many concurrent enrollment programs in Minnesota. U of M campuses at Crookston, Duluth, and Rochester also offer concurrent enrollment programs, using College in the Schools or College in the High Schools as the program name. Although these programs are all U of M programs, they operate separately and independently of each other; practices and policies—including fee structures—differ from campus to campus. 

About 25 institutions—both four-year and two-year institutions—in the MnSCU system also offer concurrent enrollment programs. 

Minnesota Concurrent Enrollment Partnership (MnCEP) 

Since August 2004, Minnesota concurrent enrollment administrators have been initiating biannual meetings to share best practices and identify common interests across postsecondary institutions. Today the Minnesota Concurrent Enrollment Partnerships (MnCEP) is a statewide 501C3 consortium of secondary and postsecondary stakeholders that serves as a collaborative resource and advocate for 40+ Concurrent and Dual Enrollment Partnerships to facilitate equitable student access and success.  College in the Schools team members are active participants, contributors, and have held many leadership and board roles over the years. The MnCEP website offers insights into current statewide activities.

Seeking parity at the legislature 

The legislature has for many years allocated dollars to subsidize school and student participation in Advanced Placement (AP): this legislation has paid or partially paid for the initial teacher training and student exam fees. For a time, teachers were paid a bonus for the number of their students receiving scores of 3 or better on AP exams. The Minnesota Department of Education has administered the funds and advocated on behalf of Advanced Placement. More recently, the legislature extended similar support to the International Baccalaureate (IB) program. 

Since legislation was passed in 2007 (124D.091), the state also partially reimburses high schools for costs incurred when offering concurrent enrollment courses. Although the legislation allows the state to reimburse high schools up to $150 per student registration, the legislature has never allocated sufficient funds to pay at this rate. Instead, the state dollars are prorated and the reimbursement amounts paid to high school partners have been in the range of $50 per registration. Decisions about what kind of programs to offer curious, capable high school students are often made primarily on financial grounds. 

2007 legislation requires NACEP accreditation (or demonstration of comparable quality) 

The legislation passed in 2007 stipulated that by 2011, high schools must—in order to receive reimbursement for costs from the state—partner with concurrent enrollment programs accredited by the National Association of Concurrent Partnerships (NACEP). Or, they can partner with concurrent enrollment programs that demonstrate that they meet standards comparable to NACEP standards. CIS at the U of M Twin Cities has been accredited since 2005. 

CIS in the National Context

National Recognition

Concurrent enrollment has increasingly been recognized by policymakers and educators nationwide as a reform movement that can launch students on an efficient, effective trajectory to the timely completion of post secondary study.  

CIS Quality and Accreditation

The College in the Schools program has been building quality partnerships since 1986 and was first nationally accredited in 2005. CIS team members have long contributed as conference presenters, peer and lead reviewers, and provided organizational and board leadership at NACEP.

Recognizing the centrality of the quality issue, the National Alliance of Concurrent Enrollment Partnerships (NACEP) was formally established in 2002. This major organizational step was preceded by years of informal, but intense conversation about how such an organization could improve, support, and guarantee the quality of concurrent enrollment programs. 

NACEP developed a set of standards that, when met by a concurrent enrollment program, ensures that the quality of instruction delivered through the concurrent enrollment program is the same as that of instruction delivered on the sponsoring postsecondary campus. (Note: NACEP standards do not ensure that all concurrent enrollment courses are equal, because postsecondary institutions are not equal.) These standards are divided into categories and programs meet or exceeded standards of excellence related to Partnerships, Curriculum, Faculty, Students, Assessment, and Program Evaluation.  NACEP accreditation must be renewed by reapplication every seven years. 

Concurrent enrollment credits are widely recognized, nationwide 

In 2006, the Western Interstate Commission for Higher Education (WICHE) published Moving the Needle on Access and Success, a report designed to “inform members of the policy, education, and research communities about existing state and institutional policies and practices associated with four accelerated learning programs: Advanced Placement (AP), dual/concurrent enrollment, the International Baccalaureate (IB) Diploma Program, and Tech-Prep.” 

Published with support of the Lumina Foundation and based on a national survey reaching all 50 states, this report includes an important comparison of credit recognition among colleges for students who have taken AP and/or IB courses as well as dual credit/concurrent enrollment courses and Tech Prep courses. See Table C10 on page 151 in the report). 

Research and Evaluation of Concurrent Enrollment

See the Research & Reports page on the CIS website for more information and studies.