Objective: States in the United States differ in how they determine special education eligibility for autism services. Few states include an autism-specific diagnostic tool in their evaluation. In research, the Autism Diagnostic Observation Schedule (ADOS for first edition, ADOS-2 for second edition) is considered the gold-standard autism assessment. The purpose of this study was to estimate the proportion of children with an educational classification of autism who exceed the ADOS/ADOS-2 threshold for autism spectrum (concordance rate). Method: Data were drawn from four school-based studies across two sites (Philadelphia, Pennsylvania and San Diego, California). Participants comprised 627 children (ages 2-12 years; 83% male) with an autism educational classification. Analyses included 1) calculating the concordance rate between educational and ADOS/ADOS-2 classifications, and 2) estimating the associations between concordance and child's cognitive ability, study site, and ADOS/ADOS-2 administration year using logistic regression. Results: More (97.5%) San Diego participants (all assessed with the ADOS-2) met ADOS/ADOS-2 classification than did Philadelphia participants assessed with the ADOS-2 (92.2%) or ADOS (82.9%). Children assessed more recently were assessed with the ADOS-2; this group was more likely to meet ADOS/ADOS-2 classification than the group assessed a longer time ago with the ADOS. Children with higher IQ were less likely to meet ADOS/ADOS-2 classification. Conclusions: Most children with an educational classification of autism meet ADOS/ADOS-2 criteria, but results differ by site and also by ADOS version and/or recency of assessment. Educational classification may be a reasonable but imperfect measure to include children in community-based trials. [This paper was published in "Journal of Clinical Child & Adolescent Psychology" v49 n4 p469-475 2020.]