Written expression curriculum-based measurement is a quick and effective way to screen for writing difficulties and evaluate student progress during an intervention. In this study the scores of third and fourth grade students in the fall, winter, and spring were analyzed as related to grade level, gender, special education participation, and handwriting style. A cluster analysis was used to examine patterns of student scores. Implications related to gender and handwriting style are discussed. Writing scores indicate the need to examine accuracy and skill improvement in addition to overall fluency rates.