Different forms of accommodation have been suggested in the assessment of English language learners (ELL). This study examined the effectiveness of a few accommodation strategies on the performance of ELL students in mathematics. A group of 946 eighth graders participated in this study. Using mathematics test items from the National Assessment of Educational Progress, researchers used four accommodation strategies: (1) modified (simplified) English language of the test items; (2) a glossary; (3) the original English with extra test time; and (4) the glossary with extra time. Students were assigned randomly to the different accommodation forms and to a comparison group within participating classrooms to control for teacher and school effects. The results of the analyses suggest that receiving extra time may have an impact on students' mathematics performance. Students, particularly ELLs, performed slightly higher on the modified version. When students received extra time to work on their mathematics tests, their scores increased about a point, indicating a potential accommodation effect. It appears that the presence of the glossary on nonmathematics-related terms may have had minimal effect on students' mathematics performance. However, when the glossary was combined with receiving extra time, the mathematics performance among the students appears to be the greatest. (Author/SLD)