The extent to which schooling brings about change in the rank order of students along the hierarchies of intelligence is a pervasive sociological concern. Until quite recently the emerging consensus was that schooling is relatively ineffective in this regard and that intelligence is largely exogenous to the educational process. A study to determine the effects of schooling and tracking in Israeli high schools on intellectual change during adolescence was conducted, and the findings are presented in this report. Longitudinal data for a sample of young Israeli men born in 1954 were analyzed. Most respondents attended some form of secondary education, but quite a few dropped out by the end of primary school. Early dropping out was found to have a strong effect on later verbal intelligence. Among students, in contrast, the effects were much weaker. In addition, duration of secondary education and track have direct and significant effects on later intelligence, demonstrating a continuing capacity in adolescents for intellectual development (both gains and losses). Fifty-one references are appended. (Author/KH)