Despite the efforts of a number of national organizations focused on improving writing literacy, there has been little improvement in student writing skills over the past decade to keep pace with the growing demands of the workplace. Based on constructivist learning theory and the belief that students become better writers through continuous practice, several computer-based assessment programs have been developed to provide students with more time to practice writing in the classroom. The purpose of this quantitative research project was to investigate the association between students' use of the Criterion® Online Writing Evaluation program and improvement of 8th grade writing scores at a middle school in the southeastern United States. Writing achievement was assessed through the comparison of pretest/posttest writing scores for 200 students using a paired-sample t test, and Criterion® utilization data (numbers of prompts and revisions) were compared to posttest results using Pearson correlations. Participants attempting more prompts also had more revisions and higher posttest holistic scores. The mean of the posttest scores was significantly (p < 0.001) greater than the mean of the pretest scores. A white paper, prepared for the district, summarized the impact of implementing the Criterion® program, the current research in the educational literature, and the recommendations to the district for future implementation of the program. This study has implications for producing social change by providing educators with information to create a technologically-advanced learning environment for students in writing instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]