Given the importance of adolescents' educational adjustment, a key question for those concerned with improving adolescent functioning is what can be done to increase adolescents' levels of educational functioning. This review addresses a number of broad facets of adolescents' educational functioning, including those in the psychological domain--achievement motivation, academic self-concept, school engagement, and educational expectations and aspirations--as well as those in the concrete academic domain--academic achievement and educational attainment. The review focuses on aspects of adolescents' daily lives that have been demonstrated to influence their well-being in the current research literature. For each educational outcome, the review concentrates on characteristics of the adolescents, their families, their peers, and their broader communities that have been shown to relate to their educational adjustment. Also discussed are intervention programs targeted at adolescents and their environments that have been demonstrated to improve adolescents' educational adjustment. The review is limited to rigorously evaluated experimental evaluations of intervention, longitudinal studies, and meta-analyses. The review concludes with a summary table delineating areas for targeted intervention activities, effective and ineffective interventions, and "best bets" for interventions at the individual, family, peer, school, and program level. (Contains 221 references.) (KB)