Effective universal screening within a multitiered system of support requires psychometrically adequate and efficient screening procedures that allow educators to predict which students are most likely to need additional support. Educators in upper elementary and middle school grades are often interested in predicting proficiency on statewide achievement tests to identify students needing remedial support (Espin, Wallace, Lembke, Campbell, & Long, 2010; Fuchs, Fuchs, & Compton, 2010). Several states have changed their statewide achievement tests over the past 5 years, and these changes may pose some challenges for conducting effective universal screening in upper elementary and middle school grades. Little attention has been devoted to examining how changes to the state achievement test may affect the decision-making accuracy of screening procedures. The purpose of this study was to examine the relative stability of decision-making accuracy estimates across a change in the state achievement test. Evaluating Screening Measures Previous research on screening measures can be roughly divided into studies that evaluated predictive validity and studies that also evaluated decision-making (i.e., 747390A EIXXX10.