After including both cut points and how far away a state's standards are from the common core (controlling for poverty and socioeconomic status), we found that the two in combination are related to higher mathematics achievement—an even stronger relationship than was the case when only the measure of similarity was included. In the final analysis, however, the key ingredient in the implementation of standards is whether districts, schools, and, most importantly, teachers, deliver the content to students in a way that is consistent with those standards.