A selective review of literature on the effects of nutrition and malnutrition on educational achievement is presented. Interpretive critiques of studies focus on three areas: (1) the effects of early undernutrition and subsequent intellectual function and school progress; (2) the relationship between the nutritional status of the student and school progress; and (3) the educational consequences of nutrition intervention programs and school feeding. Inferences are made regarding the significance of nutrition as a determinant of school progress and achievement, and implications for nutrition and educational policies are also made based on the data reviewed. It is proposed that nutrition, in particular, and health in general, need to be considered as key determinants of school progress and achievement, and that they are amenable to changes through relevant social and educational policies. Appended are summary tables of the studies reviewed. (JD)