Possible relationships between five test examiner characteristics (gender, race, tenure, experience as a test administrator, and experience as a test developer or scorer) and six student achievement scores (reading, writing, language usage, mathematics, science, and social studies) were studied at the school level in a statewide assessment. The school-level results were aggregated using meta-analysis to explore the plausibility of examiner variables as threats to test validity. Very few of the average correlations across schools were statistically significant, and for all of them, even for those that were statistically significant, confidence intervals for the correlations were extremely small at both ends. Significant heterogeneity of effect sizes was found for virtually all of the 60 analyses, suggesting that further exploration is needed. Some directions for further research are discussed. (Contains 10 figures and 10 tables.) [This research was carried out by the Maryland Assessment Research Center for Education Success.]