This dissertation examined the impact of an intervention aimed at improving the standardized test scores for students on the mathematics portions of a high-stakes high school examination. Research shows that the achievement gap between high performing and low performing students on standardized tests continues to grow and that the long-term negative consequences of poor academic progress are substantial. This study used a pre-experimental posttest only design along with secondary data sources to investigate the HSPA results of students enrolling in a test preparation course. Using logistic regression, findings suggest that various student subgroups continue to underperform on standardized tests despite participation in the intervention. The results of this study have implications in the area of school social work practice and social policy that can be used to guide education and policy reform. [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/en-US/products/dissertations/individuals.shtml.]