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Relatively little is known about frequently used universal screening tools and their functioning across diverse populations. Measurement invariance provides a framework for evaluating potential inequities. Specifically, measurement invariance examines the extent to which an assessment or items on an assessment perform differently across groups. In consideration of the need for universal screening tools that function similarly across groups, this study aims to evaluate the measurement invariance of the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS). Research questions are as follows: 1. To what extent do SAEBRS-TRS scores exhibit internal consistency within the study sample? 2. To what extent does the SAEBRS-TRS exhibit measurement invariance when used with students with diverse demographic characteristics (i.e., race/ethnicity, gender, free- or reduced-price lunch status)? 3. To what extent is concurrent validity evidence demonstrated when comparing SAEBRS-TRS scores and concurrent measures of student functioning (e.g., office discipline referrals, attendance)?

Continued research on the psychometric integrity and utility of screening tools across diverse populations is needed. Replication of validation studies across settings with representative samples is critical for ensuring that measures can accurately and equitably identify and serve all students in need. However, with limited resources, it is often challenging to replicate validation across numerous settings and populations. In consideration of replicability challenges, systematic reviews and meta-analyses provide a feasible option for promoting the continued research on psychometrics. Therefore, this study will evaluate the degree of extant validity evidence for the Social, Academic, and Emotional Behavior Risk Screener - Teacher Rating Scale (SAEBRS-TRS; Kilgus et al., 2016), including the conditions and populations under which evidence to support use exists. Research questions are as follows: 1. What evidence of validity currently exists for the SAEBRS-TRS (e.g., test content, internal structure, relations to other variables)? 2. What are the generalizable mean estimates and variances of internal consistency coefficients across studies of the SAEBRS-TRS? 3. What are the generalizable mean estimates and variances of concurrent validity coefficients across studies of the SAEBRS-TRS? 4. To what extent do reliability and validity coefficients vary as a function of moderator variables such as sample characteristics (e.g., grade, gender, race/ethnicity)?