Countries which performed well in PISA in a given year (e.g. 2000) tend to show high performance among the corresponding age cohort (e.g. 27-year-olds) in the Survey of Adult Skills and vice versa. This suggests that, at the country level, the reading and mathematics proficiency of an age cohort in PISA is a reasonably good predictor of the cohort's subsequent performance in literacy and numeracy as it moves through post-compulsory education and into the labour market. But it aims to go beyond the aggregate-level analysis that has so far been published in the PISA 2012 international reports, to give an analysis of student performance on individual mathematics test items in order to reveal students' strengths and weaknesses. Considering this also in the context of the relationship between PISA and the Common Core State Standards for Mathematics (CCSSM) can help connect these results to what the United States aspires to teach in classrooms and help inform teaching practices that can support performance improvement.