<p>Psychologists’ evaluation reports communicate diagnoses, findings, and recommendations that guide educational and health decisions for children and adolescents. Research has long shown that many of these reports are technical, test-focused, and hard for families, educators, and clinicians to use. This systematic review and meta-analysis pooled experiments in which readers compared accessible and traditional versions of the same, or closely matched, evaluation information. It included 14 experiments (<i>N</i> = 1,283 readers) across educational and clinical settings. Accessible reports used plain language, clearer organization, concrete examples, and reduced technical terminology, whereas traditional reports used technical language and conventional test-by-test organization. Accessible reports improved reader outcomes, with a moderate-to-large benefit (Hedges’ g = 0.83, 95% confidence interval [0.60, 1.06]). Every experiment favored the accessible version. Accessible report writing is an evidence-supported communication practice for psychological evaluation reports.</p>