Where will—and where should—Changes in education leave school psychology?

Current educational reforms and their influences are examined against a backdrop of historical change in education. A suggestion for the future direction of school psychology is presented in light of this historical perspective. A renewed emphasis on science is proposed. Assessment is reexamined with a focus on empirically based intervention and systematic evaluation of outcomes. The implications and benefits of such changes in the role of school psychologists for regular and special education students, individual school psychologists, and the profession are discussed.