In today's polarizing political climate, there is a need to build citizens' statistical literacy to combat misinformation and support data-based arguments. To that aim, we investigate K-12 standards documents for their alignment with the American Statistical Association's Guidelines for the Assessment and Instruction in Statistics Education (GAISE II). We found that the states that explicitly reference GAISE or had standards that explicitly addressed the statistical investigative process did not offer consistent opportunities for students to engage in each element of the investigative process and at each developmental level. We discuss the implications of the findings and provide recommendations for policy makers and standards writers. [For the complete proceedings, see ED630060.]