A focus of the Common Core State Standards/English Language Arts (CCSS/ELA) is that students become increasingly more capable with complex text over their school careers. This focus has redirected attention to the measurement of text complexity. Although CCSS/ELA suggests multiple criteria for this task, the stan- dards offer a single measure of text complexity—Lexiles. In this paper, I propose that additional quantitative measures are available—including the two components of a Lexile rating—that can provide more comprehensive views of text complexity. I apply these two “intra-Lexile” measures and one additional measure, referential cohesion, to sets of exemplars for grade bands 2–3 and 4–5 within the CCSS/ELA. The analyses suggest that conclusions about text complexity vary considerably when multiple quantitative measures are used, rather than a single, omnibus index.