||The purpose of this study was to identify an appropriate structure to successfully serve all alternative students, but especially those with street gang affiliation, in an effort to increase the graduation rate and academic proficiency of the students at an alternative high school in southeastern North Carolina. The following research question was investigated: To what extent, if any, did street gang affiliation impact student performance? Both quantitative and qualitative research designs were used to gain insight into academic structures that serve non-traditional students, especially those with street gang affiliation. The intent of the program evaluation was to define key elements that need to occur to increase student performance, academic achievement, and graduation rates. Qualitative research encompassed both descriptive surveys and open-ended structured questionaires that were utilized to conduct this study. Quantitative research included descriptive statistics and compilation of the data collected from the survey results. Students, parents/guardians, faculty, administrators, and a community member participated in the study. The analysis of data illustrated that street gang affiliation needs to be addressed but a new approach to the organizational structure of the school must be taken to better meet the needs of students who are affiliated with street gangs in an effort to help them graduate and be academic proficient. In The Resilience Revolution, Larry K. Brendtro and Scott J. Larson (2006) state that, "the core pathology of modern society lies in the loss of a sense of shared community; this is the attraction of the gang for many youth who are not positively bonded to caring adults" (p. 131). There are too many educational studies devoted to how to end street gang affiliation among students because the focus is on the policies in place to end gang involvement rather than focusing on the reality. The reality is that in order to end street gang affiliation among students, one must move children out of their environment or decimate their proven leadership skills that have allowed them to earn rank within the gang. Moving a child from their environment is impossible and attempting to decimate leadership skills only creates more rebellion and misbehavior. Educational leaders must seek to understand student street gang affiliation and find ways to improve the organizational structure of schools to empower students, even the gang leaders, and teach them how to use their leadership abilities in a positive manner.