This causal-comparative study was designed to address an increasing educational trend: providing interventions to students who passed a No Child Left Behind tested course but who failed the accompanying high school assessment in one Maryland public school system. The purpose of the study was to determine which of three intervention types (Structured Day course, Structured After School course, Non Credit Review) was most successful in increasing scores on the Algebra/Data Analysis High School Assessment for any specific student group and to help school systems make decisions that affect students who do not pass the high school assessment. The sample included students who had (a) passed the algebra/data analysis course, (b) failed the Maryland Algebra/Data Analysis High School Assessment, (c) completed an intervention, and (d) retested (N = 363). A randomized sample (N = 118) was chosen to meet the assumptions of an ANCOVA. This researcher analyzed data within the racial/ethnic groups of African American and White students. In addition, data from student groups receiving special education and/or FARMS were examined. The results showed that there were no significant differences among the intervention programs for any student group. Furthermore, time elapsed between the first and second attempts did not affect change scores significantly. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]