In this article, the authors describe an evaluation of a troubled high school that was conducted approximately fifteen years ago. Their original evaluation plan focused on the collection of academic achievement scores and attitudinal variables taken from the school effectiveness literature, but the serendipitous inclusion of what they called sociometric measures resulted in the most valuable information gleaned from the study. Recent reanalysis of the data from the original evaluation study using more sophisticated contemporary social network analysis (SNA) techniques reveals a more complex communication pattern among faculty members than first reported. In addition to the traditional summative evaluation of student outcomes such as achievement and discipline, they conducted surveys, interviews, and sociometric research as part of a formative evaluation aimed at diagnosing the school's organizational health, and thereby its capacity to adopt and sustain more effective practices. (Contains 3 figures and 1 table.)