How writing is conceptualized has consequences, especially in educational settings. Yet, despite decades of research and scholarship on writing, writing instruction, and writing assessment, misperceptions about writing and its purpose in schools persist. This position statement is directed primarily toward an external audience of school administrators and policymakers. It describes problems with how writing is often perceived and taught in schools, identifies challenges educational leaders and educators face in trying to address these problems, and offers recommendations for educational leaders committed to addressing these misperceptions about writing and improving student learning, using the lenses of culturally relevant pedagogy and antiracist writing assessment.