Exploring the methodological quality of education intervention meta-analyses: a meta-review

This meta-review explored the current practices used in education intervention meta-analyses in terms of systematic review procedures and meta-analysis methods. We reviewed 247 meta-analyses on the effects of K–12 school-based interventions on student academic achievement published after 2011. We found that many reviews were mostly consistent with several best practice recommendations for the review stage, including problem formulation, selection, and coding procedures. Reviews rarely preregistered their protocol or shared data, which reduces the transparency and reproducibility of the process. Best practice meta-analysis methods with robust consensus among methodologists were seldom used in our review sample. Recommendations for generating more credible and reproducible findings are provided. We also identify areas in need of more research and guidance, including how to conduct critical appraisal, how to deal with missing covariate data, and disciplined strategies to build meta-regression models.