The use of evidence-based assessment practices seems to be a straightforward process to endorse. Having evidence that ties a practice to prediction, prescription, or process has the potential to advance overall practice in School Psychology in ways that have already been seen in medicine and, to a lesser degree, clinical psychology. However, the transition to an EBA focus would require substantial changes in how measures are created and validated, how new practitioners are taught to perform assessments and how current practitioners are educated into a new process, how interventions are conceptualized and tested, and how the progress of individuals receiving those interventions is monitored.