Culturally responsive assessment practices include validated measures appropriate for use with diverse populations. Considering the increasing population of Latinx students in U.S. schools, measures need co-validated English and Spanish (SEHS) language forms. This study examined the Social Emotional Health Survey--Secondary with Latinx students who completed a form in either Spanish or English. With a matched sample of 1,404 Latinx students across 113 California schools, the analyses examined the factor structure, measurement invariance, and latent-trait factor means of students who completed the SEHS in either Spanish or English. The factor structure was invariant across groups with some latent mean differences observed. Educational practice implications are considered. [This paper was published in "Journal of Psychoeducational Assessment" v39 n2 p242-246 2021 (EJ1290904).]