The purpose of the study reported herein was to identify the important aspects of statistical knowledge that students in the middle school grades in United States are expected to learn as well as what the teachers are expected to teach. A systematic study of 49 states standards and one set of national standards was used to identify these important aspects, and to measure the degree of emphasis or importance suggested for the content. Results show that state and national standards differ greatly in their expectations of what topics in data analysis and statistics students and teachers should master. There is also a large variation in the degree of emphasis given to the content. The majority of the standards analyzed suggest giving greater emphasis to the selection and proper use of graphical data representation and measures of center. (Contains 2 tables and 2 figures.)