This paper argues for the use of social indicators, in conjunction with the traditional norm-referenced and criterion-referenced tests, to assess the effects of local educational systems. A conceptual framework for the study of educational performance is presented, interrelating: (1) personal resources invested by youth; (2) opportunities for development; (3) developmental behaviors; (4) educational system impacts; and (5) other contextual variables--which together affect progress toward adulthood. Four types of variables (status-descriptive, developmental behaviors, personal investment behaviors, and contextual variables) and 15 content areas that should be monitored are described, with examples of social indicators for each. Procedures are presented for selecting variables, collecting time-series data, and analyzing and reporting the indicators, relying entirely on existing data sources. Appendices include a data base screening form, a statistic screening form, and a list of national, state, county, and city sources of time-series data relevant to youth development and educational performance. (Author/GDC)