The purpose of this study was to determine the overall effectiveness of conceptual change texts (CCTs) on academic achievement and to find out if effectiveness was related to some characteristics of the study. It followed up a Meta-analysis research approach. 42 published and unpublished studies, published between 1995 and 2010, and 42 experiment groups' effect sizes were tested in this study. The overall effect size for CCTs was calculated as 1.18. This is a large effect size according to Cohen's criteria. It was found that CCTs have been quite successful in promoting the students' academic success. However results showed that there was no publication bias in respect to publication status. Moreover, no statistically significant difference was found on the nature of assessment instrument, study origin, subject matter, type of instruction, school level, sample size, type of instrument, publication date and duration of treatment. Moreover statistically significant difference was found for instruction effect. The effects of the research results are discussed.