Journal Report

Educational Evaluation and Policy Analysis

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Journal Information
Journal Title
Educational Evaluation and Policy Analysis
Publisher
ISSN
1935-1062
E-ISSN
0162-3737
Database
ERIH PLUS
Domain
Life Sciences, Physical Sciences, Social Sciences
Classification History
Year A+ A B C
2026 ✓
2025
2024
2023
2021/2022
2020
2019 ✓
2018
A journal may have more than one classification in the same year. All recorded classifications are displayed.
Recent Articles
Disability as Discipline? Effects of the New York City Suspension Ban on Students With Disabilities
Jo R. King
2026-10-23
DOI: 10.3102/01623737261481804
Null Effects of an Intensive Teacher Leadership and Coaching Program at Scale
Michelle Doughty, Mimi Engel, Allison Atteberry
2026-10-13
DOI: 10.3102/01623737261488024
From Passive Promises to Proactive Guarantees: The Efficacy of Financial Certainty Interventions Among Automatically (In-)Admissible Students
Matt S. Giani, Richard Murphy, Stella M. Flores et al.
2026-10-12
DOI: 10.3102/01623737261482127
The P-TECH Model: Secondary and Postsecondary Findings From an Evaluation in New York City
Rachel Rosen, Emma Alterman, Michelle Dixon
2026-9-30
DOI: 10.3102/01623737261467381
Practice-Based, Online Modules for Expediting Teacher Skill Development
Julie Cohen, Nathan Jones, Vivian C. Wong et al.
2026-9-28
DOI: 10.3102/01623737261477116
The Lingering Legacy of Redlining on School Funding, Diversity, and Performance
Christopher Cleveland, Dylan Lukes
2026-9-12
DOI: 10.3102/01623737261477103
Does Civic Education Impact Primary School Students’ Civic Outcomes? Experimental Evidence from Liberia
Sorana Acris, Alejandro J. Ganimian, Elisabeth King et al.
2026-9-12
DOI: 10.3102/01623737261468263
Special Rule 505 of Title V: Sustaining Separate and Unequal Funding Between Historically Black and Historically White Emerging HSIs
Dwuana Bradley
2026-9-11
DOI: 10.3102/01623737261471168
The Reliability of Classroom Observations and Student Surveys in Non-Research Settings: Evidence From a Middle-Income Country
Alejandro J. Ganimian, Andrew D. Ho, Alejandra Campos Quintero
2026-9-10
DOI: 10.3102/01623737261462146
The Effects of the Four-Day School Week on Teacher Recruitment and Retention
Andrew M. Camp, J. Cameron Anglum, Cory Koedel et al.
2026-9-9
DOI: 10.3102/01623737261464169
Articles retrieved from Crossref.
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Printed: October 25, 2026 18:43