Empirical evidence on the association between the shifting component of executive functioning and academic performance is equivocal. In two meta-analyses children's shifting ability is examined in relation to their performance in math (k = 18, N = 2330) and reading (k = 16, N = 2266). Shifting ability was significantly and equally associated with performance in both math (r = 0.26, 95% CI = 0.15-0.35) and reading (r = 0.21, 95% CI = 0.11-0.31). Intelligence was found to show stronger associations with math and reading performance than shifting ability. We conclude that the links between shifting ability, academic skills, and intelligence are domain-general. (Contains 3 tables and 1 figure.)