There has been significant progress in our understanding of school-based social, emotional, and behavioral (SEB) assessments since the last special issue on this topic a decade ago. This commentary provides a discussion of how each of the articles exemplifies the progress that has been made to advance the science of SEB assessment within multitiered systems of support as well as touching on other important innovations in this area of work. While there have been significant advancements in research, this commentary calls for efforts to translate the science of school-based SEB assessment into routine policy, procedures, and practices in schools. The research on SEB assessment is poised for thoughtful implementation research and practice that aims to translate the use of this research into actual practice so SEB data are used to drive decisions to improve SEB programming and student outcomes.