One indicator of school psychology's capacity to provide culturally responsive practice is the percentage of articles in leading school psychology journals that have a “significant diversity focus.” To date, there have been three published empirical studies (Brown, Shriberg, & Wang, ; Miranda & Gutter, ; Rogers Wiese, ) that have defined and examined this construct. These three articles collectively provide empirical data on the percentage of articles appearing in leading school psychology journals that met criteria from a time period spanning 1975–2003. This manuscript provides the results of the most recent iteration of this study, covering the years 2004–2010. In this study, 15.5% of articles met criteria, up from figures found from 1975–1999, but a decline from the 2000–2003 figure of 16.9%. Several potential implications of this ongoing lack of empirical and theoretical scholarship are offered.