Strong writing skills are essential for students from primary through post-secondary education, as there is evidence that writing skills are related to both academic performance and success in college and the workplace. One common method used to assess students' current writing skills, monitor students' progress related to writing skills, and aid in the identification of learning disabilities in written expression is Curriculum-Based Measurement in Written Expression (CBM-WE). Currently, CBM-WE norms only exist through Grade 8; however, CBM-WE norms could have utility with older students as well. The purpose of the current study was to develop CBM-WE norms based on college freshmen. Potential uses for these college CBM-WE norms are: a) providing a benchmark of the writing skills of college freshmen and b) identifying college students with learning disabilities related to written expression. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]