Accreditation is earned through a process that is greater than the sum of any one event. Standards have been developed carefully over time to indicate best practices in organizing Episcopal schools. The process itself is both formative and summative. It provides a framework for open inquiry into the school’s own philosophy, policies, and procedures. It allows peers to make observations, commendations and recommendations that benefit the school in its improvement. Furthermore, it informs both the Association’s Standards Committee and the Executive Board. Accordingly, a good process of evaluation earns the school accreditation and involves all constituent groups that form the entire community of the school.

SAES accreditation is predicated upon institutional self-study and peer review. The objective of the process of evaluation is to provide an accurate picture of the school so that it can improve responsibly. Both the self-study and the visit require broad involvement within and beyond the school.

Within the school, the process of evaluation and visitation should be guided by a steering committee. This committee should be broad-based and should appoint members to, and coordinate the work of, the various subcommittees. The school head has the greatest responsibility, but is encouraged to delegate the process of self-study and arranging the visitation to the steering committee and its leader. As the self-study is crafted and implemented, a record should be kept of those who are involved and the actions they take. Ultimately, administration, faculty, clergy, staff, trustees, vestry, parents, students, alumni, and community leaders should all have a voice and a role in the study.

Accreditation attests to a school's quality in terms everyone understands. To say that a school is accredited is to say that it has met proven and respected standards of quality.

• Accreditation is a standard that affirms the status of students with other institutions and employers.

• Accreditation is an essential credential for fund raising.

• Accreditation strengthens the voice of all schools through SAES in speaking collectively for the interests of Episcopal and independent schools.

• Accreditation employs a process of evaluation that combines self-scrutiny with an external review by a committee of peers. Both the internal and external reviews bring helpful and accurate observations, comments and suggestions for the purposes of validation and improvement.

• Accreditation assists the school in better realizing its objectives, supporting rather than inspecting, in order to enhance the school's unique character rather than to impose a common design.

• Accreditation is a creative experience for the school and its staff. It can do much to refine goals and to give a sense of direction. It is designed to bring new strength to the institution.

• Accreditation is primarily a process for improvement; actual accreditation is a worthy but secondary product.