This evaluation of the impact of the text, "Our Economy: How It Works," on student attitudes and values reports the findings of a study of ninth grade students in three cities: Cedar Rapids, Iowa; Durango, Colorado; and Minneapolis, Minnesota conducted over portions of the 1984-85 school year. Economics Values Inventory (EVI), the design for the evaluation, specified an initial measurement of the same youths' economic values. The central finding was that, for the main comparison group, the text had a measurable impact on student values and attitudes. While both users and non-users had essentially similar EVI scale means at the pretest, their attitudes significantly differed at the post-test, as measured by a number of scales. Specifically, text users were (1) more supportive of the American economic system, (2) showed more trust in business, (3) felt a greater sense of personal economic efficacy, (4) were more likely to feel that the treatment of workers is fair, and (5) were less likely to express disagreement with the economic status quo. As in the earlier phase of the research, extent of economic knowledge continued to be the strongest predictor of student attitude differences on the EVI. Appendices include the EVI, statistical tables, the senior high school version of the EVI, and student Posttest Questionnaire with item means and response frequencies. (LH)