The study investigated the effects of the Cognitive Level and Quality Writing Assessment (CLAQWA) rubric on the cognitive and writing skill growth in freshmen composition classes. The participants were enrolled at a Midwestern state university. The nonequivalent control group design used quantitative analysis with selected criteria from the CLAQWA rubric as measurements. Two independent raters graded the essays, and results confirmed a statistically significant correlation of grades on both sets of essays. Results from both raters confirmed no statistically significant differences on either type of skill score between the experimental or control group for the final essay. These results suggest that although a specific rubric enhances the learning environment, a specific rubric does not define the learning environment. Results indicated that the measurement of student outcomes, mandated by recent legislative efforts, may be accomplished through the use of a rubric, but at the same time, a specific rubric may not be a universal answer.