This study compares alignment of the ACT and the American Diploma Project (ADP) national college readiness standards sets with the Texas Essential Knowledge and Skills for English language arts and reading (TEKS ELAR) standards for grades 9-12 and analyzes their cognitive complexity. It finds that a majority of the content in the ACT and ADP standards sets is addressed to some extent by the TEKS ELAR standards and that the TEKS ELAR standards demand higher levels of cognitive complexity than do the other two standards sets. The study has two key limitations. First, the definition of partial alignment was very broad, covering cases of just one element of an ACT or ADP statement that was addressed by a TEKS ELAR statement or statements as well as cases when all but one of multiple elements of an ACT or ADP statement were addressed. Second, the determination of content alignment and the evaluation of standards included just two dimensions for evaluating alignment (content and cognitive complexity). Other dimensions, such as breadth and specificity, might provide additional content detail that state standards writing teams or assessment writing teams could find useful. Appendices include: (1) Methodology; (2) Reviewer qualifications and roles and interrater reliability findings; (3) Examples of fully and partially aligned statements; (4) Content alignment findings by strand; (5) Nonaligned standards statements; (6) Other standards-to-standards alignment study findings; (7) Webb's cognitive complexity level descriptions and example statements; (8) Cognitive complexity by strand; and (9) Cognitive complexity comparison for fully and partially aligned statements. (Contains 2 boxes, 22 figures, 19 tables, and 20 notes.)