We report statistical results of part of the 2013 CBAL English language arts multistate study. The focus in this report is on the argumentative writing assessments. Three alternate forms were administered to a total of 1,840 students from seventh, eight, and ninth 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 sense. The results indicate that the forms are not parallel. The implications of the results are discussed and some recommendations are given.