While access to education may be increasing, equity still eludes the U.S. education system, specifically for low socioeconomic status students. Using both educational and deviance theoretical frames, this study examines the effectiveness of adolescent intervention programs with respect to educational attainment and deviant behaviors. The Education Longitudinal Study 2002-2006 provides a nationally representative, longitudinal sample from which causal inferences can be drawn using propensity score matching. The three types of programs--individually targeted, spillover, and school-wide--all enhance educational outcomes while decreasing educational deviance. The variance in program effectiveness is discussed, as are implications and policy recommendations based on these findings. Appended are: (1) Description of ELS [Education Longitudinal Study] Variables; and (2) Propensity Model Regressions. (Contains 23 footnotes, 18 tables, and 7 figures.)