History of NACEP

NACEP has emerged as the nation's first and only national organization for concurrent and dual enrollment programs. In March 1997, the first national meeting convened for concurrent enrollment professionals and in 1999, NACEP was officially established, adopting bylaws, and a mission statement from the twenty founding institutions. In 2002, NACEP released the first version of the organization’s program quality standards, which are utilized in NACEP accreditation and in 2004 the first four concurrent enrollment programs were accredited.

Today, NACEP membership has grown to over 500 institutions and organizations representing thousands of education professionals from K12 and higher education who are working in dual and concurrent enrollment. 

NACEP works towards a future where all secondary students will have equitable access to quality college courses to support their postsecondary goals. We work towards our vision by advancing a national community to foster equity in dual and concurrent enrollment through accreditation, advocacy, research, and professional development. We are the first and only national organization supporting programs, practitioners, and policy to advance quality dual and concurrent programs. 

NACEP supports programs and program quality by providing the only national framework of program quality standards. These standards outline the fundamental elements of a quality program. NACEP affirms quality and program excellence through accreditation as the nation's only program accreditor for dual and concurrent enrollment.

NACEP supports practitioners and the field as the singular source for national best practices, peer-to-peer connections, research, guidance, assistance and advocacy. We hold the only national annual convening and professional development conference for the field, we have topical workshops, webinars, leadership development programs, and we publish, promote, and curate a bevy of resources that have value for the field on our resource center. 

NACEP supports policy by ensuring that the voice of practitioners, the most relevant and informed voice on dual and concurrent enrollment, are at the table for Federal and State Policy conversations.

All NACEP’s work is centered on supporting, elevateing, advancing and connecting the field. 

NACEP connects, supports, and advances a national dual and concurrent enrollment community through current research and trends, best practices, policy, connections through webinars, accreditation institutes, and regional events. NACEP’s annual National Conference draws over 1,000 attendees each year from post-secondary institutions, secondary education, system offices, state agencies, partner organizations, and innovative industry partners.


NACEP established quality standards for concurrent enrollment partnerships as a framework to ensure the highest caliber programming for high school students. NACEP’s founding members shared a common principle: institutions of higher education should follow best practices to ensure the quality of college courses taught by high school teachers.

NACEP adopted its National Standards for Quality in 2002 and today includes measurable criteria in six categories in the areas of partnership (P), faculty (F), assessment (A), curriculum (C), student (S), and evaluation (E). In 2004, the first four concurrent enrollment programs were accredited.

Post-secondary institutions with NACEP accredited programs in the concurrent enrollment program (CEP) and college-provided faculty model (CPF) endorsements include two-year public, four-year public, and private institutions. The importance of NACEP accreditation is also recognized in a number of state legislation, policy, and guidance. Some states require, encourage, or incentivize NACEP accreditation, while others model their state policy on the standards, or have statutes aligned with all or part of NACEP's National Standards for Quality.