The popularity of the cellular telephone among students from elementary school to college has become increasingly evident; students use text messaging so frequently that many people both inside and outside of academia question whether text messaging language shortcuts (textisms or textese) influence students’ academic writing competencies. Performance results from the most recent Nation’s Report Card: Writing 2011 showed that two-thirds of the nation’s 8th and 12th graders, approximately 5 million students, had only partial mastery of the knowledge and skills that are fundamental for proficient writing at these grade levels. These assessment outcomes on standardized tests are especially perplexing because research has shown that students today spend more time writing than any previous generation, yet determining whether text-message communication interferes with students’ formal writing abilities is a complex question because writing is a complex process. Previous research showed that indeed, text messaging did have a positive correlation with writing-related assessment outcomes, though other research showed no correlations or negative correlations. The purpose of this study was to collect and meta-analyze findings of previous research that correlated text messaging and student writing proficiencies. This research used 17 sets of data from 14 studies, representing assessment measures from 1,652 students. The average effect size between text messaging and writing-related assessment outcomes was .28, and the overall mean r value was .24, indicating that text messaging has a significant positive impact on writing-related assessment outcomes. Other results showed the mean effect of text messaging on writing-related assessment outcomes did not differ significantly between K-12 and undergraduate students (QB = 1.26; p = .26). This indicates school level was not shown to be an effective moderating factor. Overall, writing assessment outcomes did not vary based on school level. Lastly, the mean effect of text messaging on writing-related assessment outcomes did not differ significantly between writing standards (QB = 1.33; p = .25). This indicates that the standard of writing evaluation, grammar or spelling, was not shown to be an effective moderating factor when analyzing text messaging’s influence on overall writing-related assessment outcomes. Overall, writing assessment outcomes did not vary based specific writing measure.