According to Acker and Halasek (2008), this is reason enough for K-12 educators and postsecondary teachers to collaborate on student academic success of secondary school. To facilitate this collaboration, K-16 teachers decided to measure student writing using the CEPR Mixed Messages study. The e-portfolio system they chose to use allowed faculty and students to benefit from immediate feedback and an environment that would promote better student writing. A primary goal of this study was to align "essential writing skills learned by high school students with those identified as important by instructors responsible for first-year college writing programs." In addition to faculty evaluations, students also conducted personal reflection to report on the benefits of using ePortfolios. Results from both faculty and students showed that they had developed skills in using digital portfolios as well as writing. In their conclusion, Acker and Halasek found that for these skills to develop properly, the student institution must actively support the use of ePortfolios consistently by staff and