In this study the authors examined the psychometric properties of the Student Risk Screening Scale (SRSS), including predictive validity in terms of student outcomes in behavioral and academic domains. The school, a diverse, suburban school in Southern California, administered the SRSS at three time points as part of regular school practices during one academic year to (a) monitor the overall level of risk evident in the building and (b) identify students at risk for antisocial behavior who might benefit from secondary (Tier 2) supports. Results suggest strong internal consistency (.85–.87) and test–retest stability (.69–.79). Results of predictive validity analyses suggest that initial ratings of risk as measured by the SRSS were predictive of teacher ratings of students’ self-control skills and overall proficiency in language arts, with a statistically significant, inverse relationship. Students with higher levels of risk at the onset of the academic year were likely to end the year with lower levels of self-controls skills and lower levels of proficiency in language arts skill. SRSS scores were also predictive of office discipline referral (ODR) rates, with higher risk associated with higher rates of ODRs at year-end. Limitations and future directions are offered.