Prior to the 2010 release of the Common Core State Standards for Mathematics (CCSSM), the curricular landscape in the United States consisted of an assortment of individual state standards that as a collection reflected little consensus as to the grade placement of specific mathematical content. As CCSSM has now been used as the foundation for curriculum decisions for more than a decade, how has this changed? In this article, we documented the levels of agreement regarding the mathematical knowledge and skills to be taught in the middle grades (Grades 6-8) across the United States by considering what areas of agreement exist between CCSSM and the standards of eight states that never adopted or "de-adopted" CCSSM (referred to as non-CCSSM states). Specifically, we addressed the following questions: (1) To what extent are the middle grades standards from non-CCSSM states aligned with CCSSM? (2) What mathematical content is consistent across all states? (3) Which CCSSM strands have the most agreement across CCSSM and non-CCSSM states? (4) What areas of disagreement exist between CCSSM and non-CCSSM states? By dividing the standards included in CCSSM into individual learning expectations and comparing them to the non-CCSSM standards, we were able to find considerable agreement between CCSSM and non-CCSSM middle grades mathematics standards at the same grade level. We recommend that this agreement be used by mathematics education leaders as the foundation for future reform efforts to ensure equitable mathematics curricular goals for all middle grades students regardless of geographic location.