Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas/Arquivos Analíticos de Políticas Educativas (EPAA/AAPE; ISSN 1068-2341) is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies.
For more than 30 years, EPAA/AAPE has been and continues to be unique in the field of education policy because it is a diamond open access journal.
- There are no paywalls for readers to access EPAA/AAPE’s content.
- EPAA/AAPE authors retain the copyright to their work and can republish articles published in EPAA/AAPE in other venues.
- Authors can make their articles freely available on their personal websites.
Prospective authors should read our focus and scope to ensure that their manuscripts directly address education policy. We publish articles that focus on all levels of education, from early childhood to higher education. As a general guideline, the manuscript should address some aspect of how schools are governed. Analyses of pedagogical innovations or program evaluations are out of scope unless they are connected to laws or policies that address teaching and learning in an educational setting.
Authors who are ready to submit their manuscripts should consult our author guidelines and follow them carefully.
As a diamond open-access journal with a global audience, EPAA/AAPE reflects Arizona State University’s (ASU) design aspirations of conducting use-inspired research and global engagement. We publish articles that address local, national, and international issues in education policy in three languages: English, Portuguese, and Spanish.
This important service requires resources. EPAA/AAPE is fortunate that the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University provides a significant amount of institutional support for our journal. But we also need help from you, our readers and authors. Please consider making a gift to support EPAA/AAPE.
If you can’t donate money, you can donate your time by agreeing to review articles. Many of our authors are early career scholars who have benefited from the mentorship they received from EPAA/AAPE reviewers.
We deeply appreciate the work our peer reviewers do to support EPAA/AAPE’s mission to provide high-quality scholarship on education policy that is freely available to all readers, including those without institutional access to university libraries.
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Current Issue
Vol. 33 (2025)
Published:
2025-09-09
Keep EPAA open access