Current state standards set an ambitious vision for English language arts (ELA) and demand much of teachers: They are expected to engage students in close readings of complex, grade-level texts, which in turn requires students to comprehend texts, follow authors' development of ideas, interpret words and phrases, and analyze structure. Yet most teachers do not know much about the standards, and they often lack standards-aligned instructional materials to help students meet them. Through the RAND American Teacher Panel--a nationally representative, longitudinal panel of teachers, the authors surveyed a randomly selected sample of K-12 public teachers in the U.S. in 2015, 2016, and 2017. The study asked two main questions about ELA teachers' responses: (1) Do teachers know key aspects of their state standards for ELA? and (2) Do teachers have access to high-quality ELA instructional materials that can help them address those standards in the classroom? The bottom line: Most ELA teachers do not know what their standards promote, much less use instructional materials that would allow them to address their standards. These findings changed very little over the three years. Yet responses of teachers from one state--Louisiana--were somewhat of an outlier. Compared with other U.S. teachers, Louisiana teachers appeared to know more about their state ELA standards, use more standards-aligned materials, and report more standards-aligned instruction. In this article, the authors highlight findings from the survey, specifically what teachers know about standards and state strategies in Louisiana.