As defined on the Common Core State Standards (CCSS) website, "the Common Core State Standards provide a consistent, clear understanding of what students are expected to learn... reflecting the "knowledge" and "skills" that our young people need for success in college and careers." While the "knowledge" defined within the CCSS is apparent--the content itself--the "skills" that are imparted by the standards may be less apparent. What specifically should students be able to "do" as a result of mastering the CCSS in mathematics and English language arts/literacy (ELA/literacy)? Beyond the mastery of concepts and content, with what skills--and even more important, what "transferable" skills--will students leave high school? To answer these questions, Achieve commissioned an analysis to identify the types and range of skills reflected in the CCSS in mathematics and ELA/literacy, using two sets of skills statements as benchmarks--the Deeper Learning Standards and the Career Cluster Essential Knowledge and Skills Statements. Based on this analysis, Achieve found that: (1) Many skills are reflected throughout the CCSS in either or both subjects--skills such as communications, teamwork/collaboration, problem solving, critical thinking and research skills; (2) The CCSS articulate a set of skills that require an academic foundation in ELA/literacy or mathematics but have technical elements or applications--such as work-based communications and job-seeking skills--that are outside the scope of the CCSS; (3) The CCSS include skills that could be reflected in CCSS-aligned instruction, such as adaptability and motivation/self-discipline, even though they are not explicitly required or called out in the CCSS; (4) Finally, some skills--mostly technical or work-based in nature, such as career planning, ethical reasoning and conflict resolution skills--are simply outside the scope of the mathematics and ELA/literacy CCSS. Appended are: (1) Standards and Skills Statements Coding; and (2) Commonly Identified CCSS. (Contains 6 tables and 8 endnotes.) [Contributions provided by Jason Weedon, Chad Colby and Rebecca Wittenstein.]