Many states allow those high school students who have failed a high stakes tests to retake the exam. At stake can be the student's eligibility to receive a diploma and the accountability status of the school. This study examined how high schools supported students who retook the mathematics portion of a high stakes exam. Ten schools that had relatively high success were compared to ten schools with relatively low success. The two groups of schools employed a similar array of intervention strategies, and no general differences were discerned among approaches such as schedule changes, choice of mathematics program, or tutoring. A strong difference was detected between the two groups in how they decided on their intervention strategy and the degree to which authority was shared. Other differences included the number of data sources used for decision making and the support of external resources.