The Daily Report Card (DRC) is a commonly employed behavioral intervention for treating Attention Deficit Hyperactivity Disorder (ADHD) in schools. Much of the support for the DRC comes from single-case studies, which have traditionally received less attention than group studies. This lack of attention to single-case studies results in an incomplete review of the literature for this intervention. The present study utilized meta-analytic techniques to examine the DRC as used in single-case design studies, with moderating variables explored through Hierarchical Linear Modeling (HLM). Fourteen papers, including data on 40 single subject cases, were included in the analyses. Effect sizes generally illustrated improvement using the DRC, with some differences across methods of effect size estimation. Study quality and class type moderated outcomes. Overall, the present study supports the use of the DRC with students who have ADHD, and provides guidance for using single-case design studies in meta-analyses of intervention effects. [This paper was published in "Exceptional Children" v83 n4 p378-395 Jul 2017 (EJ1151257).]