In recent years, the Black Lives Matter movement, growing environmental challenges, a public health crisis, and pronounced political polarization, among other things, have shaped the normative assumptions of stakeholders about what should be measured in higher education. The recent work of the Postsecondary Value Commission, funded by the Bill & Melinda Gates Foundation and organized by the Institute for Higher Education Policy, illustrates well how social factors affect the scope of undergraduate measurement. To support the goal of broadening consideration of the purposes of undergraduate education, the commission reached out to a diverse set of researchers to expand their efforts. This included outreach to the article's authors, who make up a group at the University of California, Irvine (UCI) which had received funding in spring 2019 from the Andrew W. Mellon Foundation to develop a state-of-the-art undergraduate measurement system to track undergraduate experiences, trajectories, and outcomes. The research group was commissioned to articulate a measurement framework based on their measurement project. The measurement framework includes six dimensions: (1) cognitive ability and intellectual dispositions; (2) development of identity and adaptive life-course agency; (3) self-regulation skills; (4) social capital; (5) civic engagement; and (6) mental health and psychological flourishing. In this article, the authors discuss these dimensions and how they are measured.