Declining graduation rates are a major concern facing public education. Serious emotional, behavioral, and social difficulties displayed by children and youth result in substantial challenges to schools, teachers, and parents (U.S. Department of Education, 1994). According to Conley (2002), alternative-education programs act as deviated models of traditional schooling to accommodate at-risk youth, including students with disabilities. For some students who have struggled in the traditional school setting, alternative-education programs have provided opportunities that have lead to success. The quantitative, quasi-experimental study explored and sought to understand the difference between exam scores when students participated in traditional school programs versus alternative-education programs. Additionally, the study explored the influences alternative-education programs had on grade point average, attendance rates, course completion rates, and discipline referral rates. Understanding the factors that lead to student success will increase the likelihood of developing further quality programs for at-risk youth. The research study accessed archived data to examine one alternative-education program in the Genesee Valley, New York, region. Overall, the findings indicated a statistically significant increase in students’ Regents exam scores, course passing rate, and grade point average. There was a decrease in discipline referral rates. Alternative-education programs can meet the needs of at-risk youth (Foley & Pang, 2006). The research provides significant findings for educational leaders and proves that through individualized programming, small class sizes, and real-life learning opportunities, at-risk youth find success in alternative-education programs (Foley & Pang). The research and follow-up studies will assist school leaders in developing programs to meet the needs of at-risk youth.