This article explores the indexicality (the ideological process that links language and identity) of "standard" edited American English and the ideologies (specifically, standard language ideology and Whiteness) that work to create and justify common patterns that associate privileged White students with written standardness and that disassociate underrepresented--especially African American--students from "standard" edited American English. Drawing on interviews with composition instructors about their readings of anonymous student texts, the author argues that indexicality and standardness are mutually informative: The non/standard features of student texts operate as indexicals for student-author identities just as perceived student-author identities influence the reading of a text as non/standard. Ultimately, this article offers inroads to challenging destructive and enduring indexical patterns that offer unearned privilege to some students at the expense of others and, in the process, perpetuate race- and class-based privilege. AQ Note that APA style capitalizes Black and White. (Contains 3 figures and 7 notes.)