During the 2004–2005 school year, ETS entered into a partnership with Trenton Central High School to improve teaching and learning. This memo focuses on one subgoal of this partnership: to increase the percentage of Grade 11 students passing the mathematics portion of the High School Proficiency Assessment (HSPA). To achieve this increase, a baseline test was given to all TCHS Grade 11 students, and the results were used to implement two interventions: in-class review lessons and targeted tutoring sessions. The results showed an increase in the number of students passing the HSPA. In 2004, 22% of TCHS students scored at the proficient or advanced proficient, which increased to 31% of students in 2005. This paper further explores these findings as well as several study considerations and recommendations to improve the effectiveness and efficiency of similar interventions.