As states and districts seek to elevate learning and prepare more students for work in the digital future, they have not only a unique opportunity, but also an urgent imperative, to redesign high school math. This report examines an array of education policies that exert considerable influence on the math students learn and when they learn it, factors that have a profound influence on students' futures. It shares up-to-date information about how some states are navigating these policies as they develop innovative redesigns of high school mathematics and about strategies aimed at improving student outcomes, particularly for historically underrepresented students. A survey of state math supervisors highlights the priorities driving these changes. To illustrate various redesign strategies, the report features examples from five states: Georgia, Ohio, Oregon, Utah, and Washington. Drawing from those strategies, the research evidence, and the survey of state math supervisors, it provides insights and recommendations for states and districts to consider as they update their high school math policies.