Criticism has been leveled against the use of statistical significance testing (SST) in many disciplines. However, the field of school psychology has been largely devoid of critiques of SST. Inspection of the primary journals in school psychology indicated numerous examples of SST with nonrandom samples and/or samples of convenience. In this article we present an argument against SST and its consequent "p" values in favor of the use of confidence intervals and effect sizes. Further, we present instances of common errors that impede cumulative knowledge in the literature related to school psychology.