Current accountability reform requires annual assessment for all students, including students with disabilities. Testing accommodations are one way to increase access to assessments while maintaining the validity of test scores. This paper provides findings from an exploratory logistic regression analysis of predictors of four accommodations used with students who are deaf or hard of hearing: extended time, test directions interpreted, test items interpreted, and test items read aloud. Predicting factors included state policy, educational setting, teacher perspectives, and student characteristics. The paper discusses implications for assessment policies and practices with students who are deaf or hard of hearing, particularly during an era of accountability reform. (Contains 5 tables and 1 footnote.)