We report statistical results of part of the 2013 CBAL English language arts multistate study. The focus here is on the policy recommendation writing assessments. Three assessment forms were administered to a total 1,523 students from sixth, seventh, and eighth grades. Analyses using classical test theory, generalizability theory, and item response theory were performed to evaluate the extent to which the three forms were parallel in a psychometric manner. The results indicate that the assessment forms are not entirely parallel. Implications of the results are discussed, and some recommendations are made.