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The Educational Policy Improvement Center (EPIC) conducted an investigation of the Intersegmental Committee for the Academic Senates (ICAS) Statements of Competencies for Mathematics and Academic Literacy. The purpose of this work is to understand how the ICAS competencies relate to college and career readiness, as represented by the augmented Common Core State Standards (CCSS) adopted by the California State Board of Education (SBE) on August 2, 2010. This study investigated a crosswalk analysis between (a) the Academic Literacy (ELA) ICAS competencies and the CCSS ELA Anchor Standards and (b) the mathematics ICAS competencies and the CCSS Standards for Mathematical Practice and the High School Mathematics Standards at the cluster level. Overall, the study finds that the ICAS competencies do relate to the augmented Common Core State Standards. This study also reveals the absence of certain "habits of mind" and English as a Second Language (ESL) standards in the CCSS ELA standards, and the absence of discrete mathematics and calculus in the augmented CCSS mathematics standards. The ICAS framework is broader than the CCSS ELA standards in addressing additional components related to supporting ESL students and includes key cognitive strategies all students need to be successful in postsecondary settings. The results of this study also raise the issue of the level of desired preparation in mathematics for high school graduates in California. The CCSS mathematics standards strongly relate to the ICAS competencies identified as "essential" for all students, but have gaps with the ICAS competencies deemed "desirable" for all students. Appended are: (1) Standards and Competencies; and (2) Competencies and Frequencies of Ratings. (Contains 5 figures, 17 tables, and 5 footnotes.) [This paper was prepared for Policy Analysis for California Education (PACE).]