Psychoeducational assessment has been used as a tool to sort children into academic tracks based on children's presumed capabilities. Historically, such tracking was based on measures that sought to legitimize racist assumptions about the capabilities of children of color. Despite legal mandates and changes to practice intended to correct these injustices, children of color continue to be disproportionately sorted into less rigorous academic tracks largely based on assessment results. This article draws from the collaborative/therapeutic assessment model to propose how these techniques can increase equity and fairness in school-based assessments through shared power in the assessment relationship. We assert that a collaborative/therapeutic approach can contribute to children's and families' positive experience of assessment, and we encourage further research on these techniques to determine how they may contribute to more equitable school outcomes. We conclude with a rationale for how these techniques advance the goals of school psychology.