A Digital Promise study evaluated how the text-to-speech feature affects performance on standardized testing and found a nuanced pattern. Researchers analyzed 8th grade test use on a National Assessment of Educational Progress geometry item, finding that 7% of students used text-to-speech, with higher usage among English learners, students with special education accommodations, students of color, and students receiving extended testing time. The study found that the lowest-performing students were more likely to get answers correct when using text-to-speech, with benefits increasing up to a plateau at about 25 seconds of listening. It also reported that students with the highest scores saw no measurable difference, while mid-range performers were more likely to answer incorrectly when they repeatedly toggled the tool. Digital Promise researchers said the results suggest the technology can support comprehension when used well, but can also distract when it interrupts cognitive flow. The findings also point to the need for students to practice tool use before test day rather than learning it only during assessment conditions. For assessment and disability services teams, the research raises operational questions about training, access models, and how accommodations are implemented in ways that maintain test validity and student supports.