Skip to main content
Use Knowledge Graph’s Standards Crosswalks relationships to compare Academic Standards between Common Core State Standards (CCSSM) and state frameworks. Standards Crosswalks interpret how closely 2 Academic Standards’ Learning Components align.
Diagram: state mathematics standards linked to Common Core standards via hasStandardAlignment, with Jaccard similarity and shared Learning Components
The diagram shows Standards Crosswalks dataset only: state mathematics standards mapped to Common Core State Standards. Both endpoints are StandardsFrameworkItem (defined in Academic Standards). Direction is always state → CCSS, not between states. Edge properties include jaccard and LC counts; see Standards Crosswalks.Example (New York → CCSS): A state standard is a StandardsFrameworkItem from a state framework—e.g. NY 3.NF.1 (Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts). A CCSS standard is a StandardsFrameworkItem from Common Core Math—e.g. 3.NF.A.1. A hasStandardAlignment edge connects them when they share at least one Learning Component; the edge has properties such as jaccard (e.g. 0.85), stateLCCount, ccssLCCount, sharedLCCount. So: NY 3.NF.1 -[:hasStandardAlignment]-> 3.NF.A.1. Crosswalks are only state → CCSS (never state → state).Edge list (source → relationship → target):
  • StandardsFrameworkItem (state) → hasStandardAlignment → StandardsFrameworkItem (CCSS) (e.g. NY 3.NF.1 → 3.NF.A.1)

​
What you’ll do

  • Identify the closest Texas standards for a given CCSSM standard
  • Interpret alignment strength using Jaccard scores and LC counts
  • Inspect the shared Learning Components that support each alignment

​
What you’ll need

​
Steps

1

Set up environment variables

.env
API_KEY=your_api_key_here
BASE_URL=https://api.learningcommons.org/knowledge-graph/v0
2

Find the Texas standards that best match the 6.EE.B.5 CCSSM standard

First, use GET /academic-standards/search to find the 6.EE.B.5 CCSSM standard.Then, use GET /academic-standards/{uuid}/crosswalks to get Texas standards that share Learning Components with that CCSSM standard.
curl -X GET \
  -H "x-api-key: YOUR_API_KEY" \
  "https://api.learningcommons.org/knowledge-graph/v0/academic-standards/search?statementCode=6.EE.B.5&jurisdiction=Multi-State"
Response
{
  "caseIdentifierUUID": "6b9f74c0-d7cc-11e8-824f-0242ac160002",
  "statementCode": "6.EE.B.5",
  "description": "Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.",
  "jurisdiction": "Multi-State"
}
Use the GET /academic-standards/{caseIdentifierUUID}/crosswalks API endpoint with the caseIdentifierUUID from your response:
# Replace CCSSM_UUID with the caseIdentifierUUID from the previous step
curl -X GET \
  -H "x-api-key: YOUR_API_KEY" \
  "https://api.learningcommons.org/knowledge-graph/v0/academic-standards/6b9f74c0-d7cc-11e8-824f-0242ac160002/crosswalks?jurisdiction=Texas"
The response contains the Texas standards that share Learning Components with your target 6.EE.B.5 CCSSM standard, with overlap metrics:
Response
{
  "data": [
    {
      "caseIdentifierUUID": "18077fab-3aac-5dcc-89da-f8081e9045bd",
      "statementCode": "111.27.b.11.B",
      "description": "determine if the given value(s) make(s) one-variable, two-step equations and inequalities true; and",
      "jurisdiction": "Texas",
      "jaccard": 0.6667,
      "stateLCCount": 2,
      "ccssLCCount": 3,
      "sharedLCCount": 2
    },
    {
      "caseIdentifierUUID": "005fc52f-b920-506c-bea1-6857b886f6b6",
      "statementCode": "111.26.b.10.B",
      "description": "determine if the given value(s) make(s) one-variable, one-step equations or inequalities true.",
      "jurisdiction": "Texas",
      "jaccard": 0.2,
      "stateLCCount": 3,
      "ccssLCCount": 3,
      "sharedLCCount": 1
    }
  ]
}
A Jaccard score of 1.0 means the standards have identical Learning Components. A score of 0.0 indicates no overlap.A Jaccard score of 0.6 is a good starting point for identifying strong matches, but you can adjust this threshold based on your use case.
3

Interpret the relationship metrics

Each crosswalk relationship carries additional context about the degree of overlap:
  • sharedLCCount – Number of shared deconstructed skills
  • stateLCCount – Number of skills that support the state standard
  • ccssLCCount – Number of skills that support the CCSSM standard
With the Jaccard score, these counts help you interpret the strength and balance of the overlap (e.g. does one standard cover more ground than the other? Are their scopes comparable?).
4

Inspect shared Learning Components

Now that you have crosswalk pairs (CCSSM → Texas), retrieve the actual skills (i.e. Learning Components) that support each standard.
# Get Learning Components for CCSS standard
curl -X GET \
  -H "x-api-key: YOUR_API_KEY" \
  "https://api.learningcommons.org/knowledge-graph/v0/academic-standards/6b9f74c0-d7cc-11e8-824f-0242ac160002/learning-components"

# Get Learning Components for Texas standard (using the top match from the previous step)
curl -X GET \
  -H "x-api-key: YOUR_API_KEY" \
  "https://api.learningcommons.org/knowledge-graph/v0/academic-standards/18077fab-3aac-5dcc-89da-f8081e9045bd/learning-components"
This analysis reveals the Learning Components that are present in both standards, and the Learning Components that are unique to either the CCSS or state standard.
5

Keep exploring

Now that you understand which Learning Components are shared vs. unique, you can now make informed decisions about how to adapt your content to align to curriculum standards.Explore other Standards Crosswalks to compare other states’ standards to Common Core and to guide alignment work across frameworks in your own edtech product.