One indicator of school psychology's capacity to provide culturally responsive practice is the percentage of articles in leading school psychology journals that have a "significant diversity focus." To date, there have been three published empirical studies (Brown, Shriberg, & Wang; Miranda & Gutte; Rogers Wiese) that have defined and examined this construct. These three articles collectively provide empirical data on the percentage of articles appearing in leading school psychology journals that met criteria from a time period spanning 1975-2003. This manuscript provides the results of the most recent iteration of this study, covering the years 2004-2010. In this study, 15.5% of articles met criteria, up from figures found from 1975-1999, but a decline from the 2000-2003 figure of 16.9%. Several potential implications of this ongoing lack of empirical and theoretical scholarship are offered.