The use of accommodations is often recommended to remove barriers to academic testing among English Learners (ELs). However, it is unclear whether accommodations are particularly effective at improving ELs' test scores. A growing foundation of empirical work has explored this topic. We conducted a meta-analysis that examined several possible moderators of accommodation effectiveness for improving EL test performance. Results showed substantial variability among estimates, an overall small positive significant effect on test scores and a statistically significant positive effect for indirect linguistic supports and combined accommodations compared to native language accommodations.