Score gains in the Writing component of the Test have been the main focus of much of this research. Green (2004) presents the findings of four studies, all of which involved candidates whose average initial score was and who were undertaking periods of English language instruction of not more than three months. Average score gains in these four studies were less than half a band. In these studies, the candidates who achieved a score of or below on the first test tended to improve on the second, while those achieving a score of tended to receive a.
