As schools increasingly adopt universal social, emotional, and behavioral screening, more research is needed to examine the effects of between-teacher differences due to error and bias on students' teacher-rated screening scores. The current study examined predictors of between-teacher differences in students' teacher-rated risk across one global and three narrow domains of behavioral functioning. Participants included 2450 students (52.1% male, 54.2% White) and 160 teachers (92.1% female, 80.3% White) from four elementary schools in one Southeastern U.S. school district. Teachers rated student behavior on the Behavior Assessment System for Children (Third Edition) Behavioral and Emotional Screening System (BESS)-Teacher Form and completed a survey about their training and perspectives of common behavior problems. Results of multilevel linear regression found between-teacher effects to be greater for internalizing risk scores (intraclass correlation = 0.23) than for externalizing risk scores (intraclass correlation = 0.12) or adaptive behavior scores (intraclass correlation = 0.14). Statistically significant student predictors in most models included student grade, gender, race and/or ethnicity, office discipline referrals, and course grades. We also detected effects of several teacher-level variables in one or more of the models, including teacher gender, teacher ratings of problem severity and concern for hypothetical children displaying behavior problems, and the covariance of random teacher intercept and teacher random slopes for students' office discipline referrals. Although these factors explained some teacher-level variance in students' risk scores, a notable amount of variance between teachers remains unexplained. Future research is needed to fully understand, reduce, and account for differences between teacher ratings due to error and bias.

随着学校越来越多地采用普遍的社会、情感和行为筛查，需要更多的研究来检查由于错误和偏见导致的教师之间差异对学生教师评级筛查分数的影响。当前的研究检查了教师之间在行为功能的一个全球性和三个狭窄领域中学生的教师评级风险差异的预测因素。参与者包括来自美国东南部一个学区的四所小学的 2450 名学生（52.1% 男性，54.2% 白人）和 160 名教师（92.1% 女性，80.3% 白人）。教师在儿童行为评估系统（第三版）行为和情绪筛查系统（BESS）上对学生的行为进行评分-教师表并完成了一项关于他们的培训和对常见行为问题的看法的调查。多级线性回归的结果发现，内化风险评分（类内相关性 = 0.23）的教师间效应大于外化风险评分（类内相关性 = 0.12）或适应性行为评分（类内相关性 = 0.14）。大多数模型中具有统计意义的学生预测因素包括学生成绩、性别、种族和/或民族、办公室纪律推荐和课程成绩。我们还在一个或多个模型中检测了几个教师级别变量的影响，包括教师性别、教师对问题严重性的评级和对出现行为问题的假设儿童的关注，以及随机教师截距的协方差和教师随机斜率对学生的影响。办公室纪律推荐。尽管这些因素解释了学生风险评分的一些教师水平差异，但教师之间的显着差异仍然无法解释。未来的研究需要充分理解、减少和解释由于错误和偏见导致的教师评分差异。