All praise is due to Allah (swt) for providing Muslims in North America the resources to establish over two hundred Islamic schools where their children can be educated in an environment which is based on the Quran and Sunnah. There are many academic, financial, logistical, cultural, linguistic and disciplinary issues, some of which are unique to our community and others which are similar to the private (predominantly religious based) schools found throughout the United States and Canada. Islamic administrators, educators, principals, curriculum developers, social workers and advisors have addressed the issues and problems with which the Islamic schools have to deal. A pool of professionals exists that have the expertise to advise schools on ways of dealing and eliminating the major problems.

The main focus of this article is accreditation. Accreditation and credibility are derived from the Latin root credo which implies that a person or institution can be believed or trusted to represent or produce the set of established results that it claims. Accreditation is a process of confirmation, or tasdeeq, of the institution being evaluated. To examine, verify and then confirm the credibility of the educational institution being studied and then giving it credit for its methods and its results is the objective of the accreditation process. It is imperative that schools follow standards, procedures, and structures in order that basic educational requirements are satisfied. The concept of accreditation is a unique idea in the educational history of the world. It was developed in the United States by professional educators and associations who voluntarily monitored their own educational structures and programs. The quality of the institution is monitored and, If certain agreed upon standards are satisfied, they are given the recognition of being 'accredited.' If they did not meet the standards set by the accrediting agency, they are helped in a step-by-step fashion to bring their school into conformity with the mutually agreed upon standards.

The Council of Islamic Schools in North America (CISNA), established in 1990, is dedicated to the accreditation process as a responsible way of being a a witness to and a promoter of excellence in Islamic Schools. In consultation with Islamic schools in North America, CISNA has established agreed upon structures, programs and results which Islamic schools are expected to have. Most states do not require private schools to be accredited. So why should we? The Prophet (saws) has advised us, "Whenever you perform an action do it perfectly." CISNA will help Islamic schools improve and perfect their methods, with the advise of experts in the field, and will attest to the credibility and performance of our schools.

Most states do not require private schools to be accredited. That attitude is changing however. In May 1996, the District of Columbia required that all private schools, operating in the District, be accredited and the DC School Board has set the standards for that new requirement. Statistics show that over 12% of all elementary, middle and secondary students in the United States are in private schools and that this number is increasing. Many states are now reconsidering their position of not requiring private schools to come under some accreditation process. The tax exempt status of religious organizations is also being reconsidered. Nationwide there exist more than 75 different associations that accredit private schools. Many of these associations are religious based. CISNA has examined the methods used by several accreditating associations and have incorporated many of the standards found in their handbooks; adding those standards that are unique to and define the Islamic schools.

If the present trend continues, all private schools in the future will be required to be accredited. The schools will come under a State agency or some other religious-based agency. We can either wait to be acted upon or we can act. It is incumbent upon our school boards, administrators, principals and teachers to prepare for this process. This process is both a voluntary self-study and self evaluation. CISNA will act in the capacity of an organizational witness (shaheed) of the credibility of the preschool, elementary, and secondary schools by voluntary peer recognition based on accepted and published standards of excellence. A quality accreditation program, set by the National Council for Private School Accreditation in Washington, DC and with which CISNA is applying for membership, focuses on the five imperatives: (1) standards, (2) self-study, (3) site visit, (4) publication, and (5) reevaluation.

Other needs of our schools, such as curriculum development, consulting, authoring and printing textbooks, introducing Islam and Arabic language to public schools, and teacher training and certification are areas in which many organizations have been directing their efforts. For your benefit, these Islamic educational organizations are listed for you to contact in case there is a need for their services. If there are other organizations which provide the same or similar services please inform the CISNA office so that we may list them on the webpage, in sha Allah.