The current study examines data from students in grades 4-8 who participated in a statewide computer-based benchmark writing assessment that featured automated essay scoring and automated feedback. We examined whether the use of automated feedback was associated with gains in writing quality across revisions to an essay, and with transfer effects to improved first-draft performance or accelerated growth when composing and revising a follow-up prompt. Three-level hierarchical linear modeling revealed that writing quality improved across revisions, though growth decelerated over time. Females and students with higher prior writing achievement scored higher for first-draft performance, but students receiving free and reduced lunch grew at a slower rate than their peers. No significant transfer effects were observed, but the effect of socioeconomic status on growth in writing quality was no longer significant in models describing performance on a follow-up prompt.