In 2007, Randolph conducted a meta-analysis of response-card articles to determine the effect of response cards on test achievement, quiz achievement, class participation, and off-task behavior. This meta-analysis is an update of that analysis, including new studies conducted in the last 12 years. A total of 15 studies published between 2005 and 2019 were analyzed along with the previous 14 used in the Randolph study. The results indicate evidence to support the use of response cards. When utilizing response cards, both students in special education and students in general education displayed increases in test and quiz achievement and levels of participation and decreases in off-task behavior. These results indicate that response cards remain a simple and cost-effective strategy for improving student's academic and behavioral outcomes.