A meta-analysis of the impact of LLMs on education. Based on Biesta's three-fold construct of good education (qualification, socialization, and subjectivation), 133 experimental and quasi-experimental studies (k = 188) were analyzed. Overall, positive effects were observed, but the effect on qualification was particularly strong when a tutor was present. Socialization was variable, and subjectivation was improved only in small-scale, long-term studies. Without a structure for engagement and subjectivation, LLMs may focus on easily measurable aspects and overlook the broader goals of education. It is crucial to question not only the effectiveness of LLMs in HCI and education, but also the future they enable.