This study suggests real progress in implementing state English/ Language Arts standards, but also — like the baseline 2013 report — real cause for concern. For example, middle and high school teachers are asking more text-dependent questions and report that students’ ability to accurately cite evidence from the text has improved — both of which are in line with the CCSS-ELA. Yet they have also become more likely to assign texts based on students’ current reading levels — as opposed to their grade levels — contrary to the intent of the standards. There are troubling signs on other fronts, too: fewer classic works of literature that teachers are assigning; a predilection for creative over evidence-based writing; and students’ continued lack of content knowledge. Based on the results, we draw four conclusions.