The study investigated the relationship between student proficiency on The Writing Revolution (TWR) evaluative scales and student performance on the English Language Arts Regents Exam (ELA Regents Exam). The participants (n = 54) were enrolled in an 11th grade English Language Arts Regents Preparatory class in a small urban New York City High School. The correlational research design used quantitative data analysis with TWR End of Year (EOY) assessment and the ELA Regents Exam scores as instruments for measuring student achievement. Independent TWR raters and independent ELA Regents Exam raters graded the student essays, and results confirmed a statistically significant Pearson correlation of 0.55 between student proficiency scores on TWR EOY assessment and the subsequent ELA Regents Exam. The study also considered the possibility of a gender difference between student skills acquisition on TWR and the ELA Regents Exam. Results from both assessments confirmed no statistically significant differences (Pearson correlation of 0.18) between genders on neither the TWR evaluative scales and the ELA Regents Exam scores. Results suggest that the prescriptive writing program with Regents aligned skills, assessments, and benchmarks, enhances student skills attainment, retention, and performance on high-stakes testing. Results of the study have implications for school leaders, policy makers, and school reform stakeholders in consideration of curricular improvements to mitigate the effects of student writing skill deficits and college-readiness metrics. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]