This paper explores the development of a set of indicators devoted exclusively to the school to work transition. The indicators described are directed at monitoring a geographical area as a whole, whether it is the nation, state, or a local community. Developing a set of indicators is linked to making judgments about the impact we expect new systems to have on the achievement of economic adulthood in the United States. It is also linked to making judgments about the institutional changes need to ensure economic maturation. Three sets of indicators are considered: (1) the final outcomes aimed for by improving the school to work transition; (2) intermediate outcomes that are the early results of changes; and (3) system outcomes that represent the specific changes desired in institutional behaviors. Final outcomes include changes in employment patterns, reversing the relative earnings decline, increasing the perception of well being among citizens, and other impacts on economic success. Intermediate outcomes are those related to literacy, finding employment, seeking higher education, and changing perceptions about new school to work initiatives. System outcomes include changes in program opportunities and increased training and employment-related opportunities. An indicator system will be a set of measures designed to track the putting into place of the elements of a system and whole systems. The indicators will indicate change, but do not, in themselves, form a program development and implementation plan. An appendix presents notes on performance measures. (SLD)