Declaración sobre el Impacto

Education Policy Analysis Archives /Archivos Analíticos de Políticas Educativas (EPAA/AAPE) is a leading, open-access, multilingual, and interdisciplinary journal in education policy. EPAA/AAPE was established by Dr. Gene V Glass in 1993. Supported by the Mary Lou Fulton College for Teaching and Learning Innovation at Arizona State University, Dr. Jeanne M. Powers is the current lead editor. EPAA/AAPE is a resource for researchers, practitioners, policy makers, and members of the general public interested in education policy. Every week, EPAA/AAPE publishes original, peer-reviewed, empirical articles, commentaries, and special issues in English, Spanish, and Portuguese.

Since its establishment, EPAA/AAPE’s leaders have addressed challenges to the field of scholarly publishing by pioneering a continuous publication cycle, multilingual special issues, and a model of distributed leadership. EPAA/AAPE is a proud co-signer of the San Francisco Declaration on Research Assessment (DORA). 

Based on 2025 data, EPAA/AAPE:

  • is ranked #4 in education policy journals (Google Scholar).
  • is in Quartile 2 of Scimago Journal Reports (SJR Q2; Scopus). 
  • has a 11% acceptance rate for general submissions, following a rigorous double-blind peer review process with three referees reviewing each manuscript.
  • has over 16,000 subscribers.
  • articles received almost 800,000 abstract views and almost 650,00 downloads in the past year and have been cited more than 16,249 times since 2018.

Other indicators of impact:

  • EPAA/AAPE articles are indexed in more than 20 registries, including CAPES (Qualis A1 rank - Brazil), DIALNET (Spain), the Directory of Open Access Journals, EBSCOhost, Scopus (Quartile 2), ERIC, PubMed, SOCOLAR (China), and Emerging Sources Citation Index (ESCI), among others.
  • EPAA/AAPE publishes in English, Spanish, and Portuguese, including special issues focused relevant and pressing education topics and encourages multilingual translations and author-produced video commentaries.
  • EPAA/AAPE holds the Directory of Open Access (DOAJ) Seal.
  • In recent years, EPAA/AAPE articles have been featured or mentioned in popular news media outlets including The New York Times and Inside Higher Education as well as local newsletters, bulletins, websites, and prominent education blogs.

A 2019 survey of EPAA/AAPE users indicated that most authors choose to publish in the journal because of its efficiency and its Diamond Open Access policy (without author or reader fees). Under EPAA/AAPE’s Creative Common’s license, the author(s) own the copyright and are free to share their work without restrictions. Some

EPAA/AAPE attracts high quality research by maintaining rigorous standards, an efficient process for publication, and a recognized cadre of leadership. EPAA/AAPE’s English-, Spanish-, and Portuguese-language Editorial Teams and Editorial Boards include established, respected scholars of education and education policy research in their respective countries. All EPAA/AAPE Associate Editors are tenured professors, and several EPAA/AAPE Editorial Board members and authors have appeared in Edu-Scholar Public Influence Rankings, including Alfredo Artiles, Audrey Amrein-Beardsley, Christopher Lubienski, David C. Berliner, Gene V Glass,  Kevin Welner, Linda Darling-Hammond, and others.

EPAA/AAPE offers a responsible space for rigorous scholarship independent of language and conceptual orientation, maintains gender balance in leadership and authorship, actively supports junior and emerging scholars, and provides a venue for well-established scholars to strategically disseminate their research.

In short, EPAA/AAPE is recognized as a high impact open-access journal. We continually aim to innovate and facilitate the dissemination of high quality, effective, influential, and accessible research. Please contact Stephanie McBride-Schreiner, Managing Editor ssmcb@asu.edu if you require more information on EPAA/AAPE’s impact.