This article argues that writing studies should perform something it terms "construct-focused RAD research," or quantitative RAD research involving psychometric measurements, to study cognitive constructs that pertain to student writing. Construct-focused RAD research, which today is rare in the field, can provide a clearer sense of what writing pedagogy can accomplish. In the long run, this knowledge will help writing studies achieve educational and social outcomes it deems vital. The piece explores the historical dynamics in the field that have caused quantitative writing research and psychometric measurement to become so rare, finding both ideological and material causes. This exploration culminates in a discussion of the scholarly conversation that occurred regarding fake news and other forms of online misinformation in the years following 2016. The article argues that the field's inability to produce a robust body of evidence in support of specific pedagogical interventions despite a general agreement that fake news could and should be addressed in the classroom demonstrates the risks of neglecting construct-focused RAD research. The article suggests several opportunities for teacher-researchers in the field to conduct such research, finding promising potential in writing centers and programmatic assessments while acknowledging the considerable hurdles to change. The article concludes by reaffirming the "big tent" qualities of the discipline and arguing that a shift toward construct-focused RAD research need not come at the expense of other kinds of study.