In previous research, few studies have examined the effects of adolescents' stress in school on the change rates of their academic achievement. In the present study, we seek to examine the longitudinal relationships between adolescents' stress in school and the change rates of their academic achievement. The results indicated that for those whose academic achievement significantly declined over time, the students' stress from teacher-student interaction significantly predicted the change rates of their academic achievement. The findings provided support to the notion that stress was a risk factor in students' academic development. (Contains 5 tables.)