This analysis of college- and career-ready standards implementation is grounded in the policy attributes framework, which states that the more specific, consistent, authoritative, powerful, and stable a policy is, the better implementation will be (Porter, 1994). "Specificity" refers to how extensive, detailed, or prescriptive a policy is (i.e., specific curriculum). "Authority" reflects how policies gain legitimacy, buy-in and status through persuasion. "Consistency" captures the extent to which policies are aligned and how policies relate to and support each other. "Power" reflects how policies are reinforced and enacted through systems of rewards and sanctions (i.e., accountability). "Stability" refers to the extent to which policies change or remain constant over time. This brief details six themes organized by general, cross-state findings that incorporate both qualitative and quantitative data with regards to the policy attributes that emerged from C-SAIL's Year 1 and 2 Implementation Study survey and interview work in California, Kentucky, Massachusetts, Ohio, and Texas. Data for this study was collected between June 2015 and December 2017.