Currently there is a strong movement to make schools more effective by raising the quality of instruction, program design and organizational management. This paper reviews recent research in adolescent development as a major focus for determining the success or failure of specific practices in secondary schools. Factors of school effectiveness are examined in terms of their significance for the effective schools movement and for ways in which these factors may relate to recent research on adolescents. Conclusions are drawn about how the two areas of study address common issues as well as ways in which they diverge. The first part of the paper examines current literature to build a general conception of adolescence. The second part is concerned with major issues of adolescence and their relationship to factors of school effectiveness. The third part seeks to determine the implications of these two areas for identifying desirable changes in secondary schools. Education in urban settings is also examined. A list of references is included. (JAC)