When compared to research centered on the executive function development of white, middle-class children, relatively little is known about their non-white, low socioeconomic status peers. In an effort to harmonize how executive functions are measured within under-represented contexts, the present study addresses gaps in the evaluation of everyday executive functioning to better understand whether behavior rating scales completed by teachers (BASC2[subscript EF] - BASC executive function scale, 2nd edition; BASC3[subscript EF] - BASC executive function scale, 3rd edition) capture distinctions between performance-based measures. This study includes two large samples of older, ethnic minority children from high-poverty backgrounds (Sample 1. N = 243; M[subscript age] = 9.28 years, SD[subscript age] = 0.80; n[subscript female] = 125; n[subscript AfricanAmerican] = 216, n[subscript LatinAmerican] = 15, n[subscript AsianAmerican] = 6; Sample 2. N = 229; M[subscript age] = 10.02 years, SD[subscript age] = 1.01; n[subscript female] = 120; n[subscript AfricanAmerican] = 132, n[subscript LatinAmerican] = 92, n[subscript White] = 3, n[subscript PacificIslander] = 1). Based on structural equation models testing the links between computerized performance-based measures and the teacher rating scales, the results indicate that BASC2EF in its original form might be a good fit for some populations but there is not a strong factor structure for the current high-poverty samples. In addition, post-hoc analyses suggest that only including BASC2[subscript EF] items also in BASC3[subscript EF] or using BASC3[subscript EF] is best practice for high-poverty populations. BASC3[subscript EF] seems better able to capture different components of performance-driven tasks, whereas BASC2[subscript EF] captures overall executive functioning better than individual tasks. These findings encourage continued questioning surrounding metrics used to assess everyday executive functions in older children from diverse backgrounds.