A meta-analysis of 78 published studies, from 1966 to 1979, on test anxiety reduction in college students was concerned with: (1) to what extent did treatment methods differ in efficacy; (2) to what extent was rigor in experimentation associated with outcome; and (3) to what extent was inertia, as a characteristic of research, associated with outcome? Each study was rated; the values on the measures of Rigor and Inertia were audited and discrepancies adjusted. Effect Size was computed, interventions identified, and the reliability of these procedures was established. Preliminary analyses of both the DiTomasso Methodology Inventory (DMI) and the Checklist for Ert vs. Inert Qualities (CEIQ) included item factor analyses, Cohen's Kappa of individual items, item means, and standard deviations. The average Effect Size--for each study for which information was available--and Rated Importance were correlated with Rigor as measured with the DMI, and Inertia, as measured by the CEIQ. In general, the findings were consistent with those of Glass and associates in confirming the value of contemporary counseling and psychotherapy as an intervention for college students with self-reported test anxiety. It appears that simple relaxation is as helpful as more complex and time consuming treatments. (PN)