The secondary school systems in Kenya face challenges such as inadequate resources, poor infrastructure, and insufficient teacher training, which impact student outcomes. The methodology involves a comprehensive review of existing research papers, identifying studies that have evaluated secondary school systems in Kenya. A meta-analysis approach is employed to aggregate findings, calculate weighted mean effect sizes, and construct confidence intervals for the impact on student outcomes. A significant proportion (72%) of reviewed studies indicated positive trends in infrastructure improvement over a five-year period, with an average predicted increase in student performance by 10% based on time-series forecasts. The meta-analysis reveals consistent improvements in school systems and suggests that timely interventions could further enhance educational outcomes. However, there is variability across regions which requires targeted policy adjustments. Develop a national plan to address regional disparities and allocate resources more equitably. Implement continuous professional development programmes for teachers to improve teaching quality. Secondary schools, Kenya, Meta-analysis, Time-series forecasting, Student outcomes The empirical specification follows $Y=\beta_0+\beta^\top X+\varepsilon$, and inference is reported with uncertainty-aware statistical criteria.