There is much focus at the state and national levels in graduating students that are prepared for college and careers. In order for students to be prepared at the end of their K-12 education, indicators are also needed along the way about whether students are on track. Using historical state data, nine different methods were used to align performance standards in mathematics grades 3-8 (i.e., OLS regression--forward, OLS regression--backward, logistic regression, quantile regression with 40th, 50th, and 60th percentile growth, equal percent impact data, vertical scale--equal intervals, and vertical scale--based on changes in test difficulty). The methods were evaluated for classification or prediction accuracy, number of correct classifications, pass rates, and types of errors. The effect of selecting different methods on standards alignment are discussed as well as potential implications for interpretations of student progress and school success.