The American people have set important social goals to improve the quality of American life. Although there is some evidence of progress toward these goals, there are few accurate indicators of the changes actually taking place and the problems encountered along the road to attainment. The development of statistics and other pertinent information is essential because of the rapid and reverberating changes that are taking place. Significant changes are being generated in the American educational system in terms of people, expendi tures, activities, and innovations. The educational indicators that are developed must take into account the variety of goals, as well as the changes in definitions and emphases of the goals. There is a need for both quantitative and qualitative data. Although some quantitative indicators exist, the data disclose little about the quality of the educational system or its products. New indicators relating to educational oppor tunities, the quality of education, fundamental human behav ior, and political and economic behavior are needed. The responsibility for developing these indicators must be shared by public and private interests—government, business, edu cators, labor unions, and civic and community groups.