As school choice expands across the U.S., more states are providing funds to private schools, giving parents options for their children's education. This growth in private schools has heightened the need for accountability in ensuring educational quality and student performance. Transformational Leadership Theory and Systems Theory was utilized in this mixed-methods study, aimed to explore the perceptions of teachers and administrators at accredited and non-accredited schools regarding the value of accreditation in setting high educational standards. The research employed a mixed-methods design, combining qualitative data collection and analysis to understand the perceived value of accreditation and its impact on teacher and administrator evaluations, alongside quantitative analysis to compare student assessment growth between accredited and non-accredited schools. The study's findings suggest a connection in the perceptions of stakeholders in educational services and student achievement through school level gain-scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]