This article was accepted into the corpus but its outbound wikilinks were never NER-processed — typical at the deepest BFS hop or when the run's entity cap was reached. No expansion funnel to show.
| Education Policy Analysis Archives | |
|---|---|
| Title | Education Policy Analysis Archives |
| Discipline | Public policy; School reform; Comparative policy |
| Abbreviation | EPAA |
| Publisher | Arizona State University |
| Country | United States |
| History | 1993–present |
| Frequency | Continuous |
| Issn | 1068-2341 |
Education Policy Analysis Archives
Education Policy Analysis Archives is a peer-reviewed, open-access journal devoted to analysis of policy issues affecting K–12 and higher Arizona State University contexts, comparative studies across United States, United Kingdom, Australia, Canada, Brazil. Founded in 1993, it publishes research articles, policy briefs, and special issues that inform debates in venues such as the U.S. Department of Education, Organisation for Economic Co-operation and Development, World Bank, UNESCO. Its editorial orientation situates scholarship at the intersection of scholars associated with Stanford University, Harvard University, University of Oxford, University of Toronto, and policy actors in European Commission, New York City Department of Education, Chicago Public Schools.
The journal emerged amid 1990s reform movements linked to actors like No Child Left Behind Act, policymakers in Clinton administration, think tanks including Brookings Institution, Heritage Foundation, and academic networks at Arizona State University and University of Washington. Early editors collaborated with scholars from University of Wisconsin–Madison, Pennsylvania State University, University of California, Los Angeles, bringing attention to standards-based reform debates exemplified by events such as the Nation at Risk response and international assessments like Programme for International Student Assessment. Over time the journal expanded its remit to comparative policy studies involving countries such as Finland, Japan, South Korea, and Singapore while engaging with policy frameworks advanced by agencies like Organisation for Economic Co-operation and Development and research funders including the Spencer Foundation.
The journal emphasizes empirical and theoretical work addressing governance and reform in settings governed by statutes like the Every Student Succeeds Act and administrative structures in states such as California, Texas, Florida. Articles frequently analyze accountability regimes exemplified by No Child Left Behind Act, charter school movements represented by KIPP Foundation and Success Academy Charter Schools, standardized testing systems tied to the SAT and ACT, and higher education finance debates involving the G.I. Bill legacy and student loan policy influenced by the Federal Reserve. Comparative pieces draw on policy transfers between jurisdictions such as New Zealand and Australia or between England and Scotland.
The editorial office has been hosted at research centers including the Mary Lou Fulton Teachers College at Arizona State University, with an editorial board composed of scholars from institutions like University of Michigan, Columbia University, Vanderbilt University, and international members from University College London, University of Melbourne, University of Hong Kong. The review model combines double-blind peer review with editorial triage; reviewers are often drawn from networks tied to professional organizations such as the American Educational Research Association and the Comparative and International Education Society. The journal has published methodological debates engaging techniques used at the National Bureau of Economic Research and statistical practices promoted by the American Statistical Association.
Published continuously online, the journal provides full-text articles in HTML and PDF formats, with indexing metadata compatible with repositories modeled on PubMed Central workflows and preservation arrangements akin to those used by LOCKSS and Portico. Special issues have been guest edited in collaboration with centers such as the Harvard Graduate School of Education and the London School of Economics and circulate through mailing lists associated with AERA. As an open-access venue it aligns with mandates from funders like the European Research Council and national initiatives exemplified by the White House Office of Science and Technology Policy guidance on public access.
Scholars cite articles from the journal in monographs published by presses such as Routledge, Oxford University Press, Cambridge University Press and in policy memos authored for RAND Corporation and McKinsey & Company. The journal has influenced debates on school choice promoted by advocates linked to Walton Family Foundation and critiques developed by researchers at Teachers College, Columbia University and labor organizations like American Federation of Teachers. Metrics tracked by services such as Google Scholar, Scopus, and Web of Science show the journal’s articles are used in cross-national policy syntheses commissioned by OECD and in country reviews conducted by UNESCO.
Notable contributions have addressed topics including accountability and testing in pieces that reference assessments like the Programme for International Student Assessment and policy responses in jurisdictions such as Massachusetts and Ontario. Special issues have focused on privatization and marketization involving actors like Edison Schools and philanthropies such as the Bill & Melinda Gates Foundation, on equity and inclusion engaging activists from movements linked to Black Lives Matter and legal decisions such as Brown v. Board of Education, and on urban school reform in collaboration with policymakers from New York City Department of Education and Los Angeles Unified School District.
The journal is abstracted and indexed in bibliographic services used by scholars at Harvard University, Yale University, and international libraries, including listings in Scopus, ERIC, Web of Science, and catalogues maintained by the Library of Congress and national libraries such as the National Library of Australia. Its metadata is discoverable through aggregators employed by universities like University of California and by research infrastructures such as Crossref and ORCID integration for author identifiers.
Category:Academic journals