There have been many studies of the comparability of computer-administered and paper-administered tests. Not surprisingly (given the variety of measurement and statistical sampling issues that can affect any one study) the results of such studies have not always been consistent. Moreover, the quality of computer-based test administration systems has changed considerably over recent years, as has the computer-experience of students. This study synthesizes the results of 81 studies performed between 1997 and 2007. The estimated effect size across all studies was very small (-0.01 weighted, 0.00 unweighted). Meta-analytic methods were used to ascertain whether grade (elementary, middle, or high school) or subject (English Language Arts, Mathematics, Reading, Science, or Social Studies) had an impact on comparability. Grade appeared to have no affect on comparability. Subject did appear to affect comparability, with computer administration appearing to provide a small advantage for English Language Arts and Social Studies test (effect sizes of 0.11 and 0.15, respectively), and paper administration appearing to provide a small advantage for Mathematics tests (effect size of -0.06). (Contains 5 tables and 1 figure.)