A focus of the Common Core State Standards/English Language Arts (CCSS/ELA) is that students become increasingly more capable with complex text over their school careers. This focus has redirected attention to the measurement of text complexity. Although CCSS/ELA suggests multiple criteria for this task, the standards offer a single measure of text complexity--Lexiles. In this paper, I propose that additional quantitative measures are available--including the two components of a Lexile rating--that can provide more comprehensive views of text complexity. I apply these two "intra-Lexile" measures and one additional measure, referential cohesion, to sets of exemplars for grade bands 2-3 and 4-5 within the CCSS/ELA. The analyses suggest that conclusions about text complexity vary considerably when multiple quantitative measures are used, rather than a single, omnibus index. (Contains 6 tables.)