Experiences of social rejection can impact individual development in a severe and enduring manner, including significant academic and psychological challenges that span time, relationships, and circumstances. As a result, capacity to assess for social rejection is important to inform early identification and subsequent intervention (McKown et al., 2011; Coie et al, 1982). The purpose of this study was to explore the perceived usability and potential value of school-based sociometrics in assessment of social rejection. Current third, fourth, and fifth grade teachers in the United States (n = 145) completed an online survey about their perception of usability and data utility as it pertains to a brief teacher screener (SRSS-IE) and a peer sociometric assessment. More than half of participants indicated that data from each assessment type would influence the decisions made about their students. Regardless, total usability scores were significantly in favor of the SRSS-IE; upon comparing mean scores of the SRSS-IE and sociometric assessment, a significant difference was present across all individual usability factors except for feasibility. In essence, in terms of usability, the SRSS-IE was largely perceived more favorably by educators than the sociometric assessment. Overall, however, about two-thirds of respondents reported that the most effective means for gathering information about student risk of social rejection is to use "both" the brief teacher screener and the peer sociometric assessment, as opposed to neither or either measure individually. Regression analyses were used to determine whether demographic characteristics or usability scores were predictive of (1) the degree of importance for using both measures or (2) measure preference. Thematic analysis was used to explore and summarize participants' open-ended responses pertaining to advantages and disadvantages of each assessment type, as well as how data may be used for decision-making. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]