Autism Spectrum Disorder (ASD) is the fastest-growing neurodevelopmental disorder (Baio et al., 2018), yet little information is available regarding the psychometric properties of the most commonly used ASD identification tools in school settings, particularly within traditionally culturally and linguistically minoritized populations (Boyd et al., 2010). This study aims to evaluate the psychometric properties of tools commonly used for clinical diagnosis and educational identification of autism spectrum disorder (ASD). This comprehensive review will evaluate and summarize key psychometric aspects of these tools. The standardization sample of these most commonly used ASD identification tools were also analyzed to determine the sensitivity of these measures for diverse racial groups. Conclusions suggest that several of the most common ASD tools used by school professionals lack sensitivity to racially diverse populations (particularly in African American and Latinx populations). Additionally, many tools do not include multiple reliability and multiple validity analyses during the standardization of these tools. The findings of this study will be used to assess the cultural and linguistic responsiveness of these tools, thus shedding light on the appropriateness of these assessments for use with racially diverse populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]