Parent-teacher concordance on ratings of children with autism spectrum disorder (ASD) using the Social Responsiveness Scale (SRS) was found to be lower and more varied than previously reported. Agreement was lower for less severely impaired children and improved over time for more severely impaired children. Agreement was moderate for several SRS subscales including social awareness, cognition, communication, and motivation. The study examined a racially and economically diverse sample of 69 children in an urban school district, finding less parent-teacher concordance than in prior studies with less diverse samples.