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But it would not be very satisfactory to leave our conclusions at the point just reached.

Fortunately, it is possible to be somewhat more concrete and factual in diagnosing the involvement of values in education.

For this purpose we now draw upon data from sociological and psychological studies of students in American colleges and universities, and particularly from the Cornell Values Studies.

In the latter research program, information is available for 2,758 Cornell students surveyed in 1950 and for 1,571 students surveyed in 1952.

Of the latter sample, 944 persons had been studied two years earlier ; ;

hence changes in attitudes and values can be analyzed for identical individuals at two points in time.

In addition, the 1952 study collected comparable data from 4,585 students at ten other colleges and universities scattered across the country: Dartmouth, Harvard, Yale, Wesleyan, North Carolina, Fisk, Texas, University of California at Los Angeles, Wayne, and Michigan.