Statement on Impact

Education Policy Analysis Archives /Archivos Analíticos de Políticas Educativas (EPAA/AAPE) is a leading, open-access, multilingual, and interdisciplinary journal in education policy in the world. Established by Dr. Gene V Glass in 1993, currently led by Lead Editor Dr. Audrey Amrein-Beardsley and Consulting Editor Dr. Gustavo E. Fischman, and supported by the Mary Lou Fulton Teachers College at Arizona State University, EPAA/AAPE is designed for researchers, practitioners, policy makers, and a 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.

The following characteristics distinguish EPAA/AAPE from other scholarly education journals in terms of impact, as per the guidelines for publishers set forth by the San Francisco Declaration on Research Assessment (DORA), of which EPAA/AAPE is a proud co-signer.

In 2019:

 * EPAA/AAPE is the highest ranked open access journal in the “education policy” category and the #3 education policy journal as per Google Scholar (h-5 index of 37, h-5 median of 46, after Educational Evaluation and Policy Analysis [h-5 index of 40, h-5 median of 62, published by Taylor and Francis] and Journal of Education Policy [h-5 index of 37, h-5 median of 60, published by AERA].

* EPAA/AAPE articles were indexed in more than 20 registries, including CAPES (Qualis A1 rank - Brazil), DIALNET (Spain), the Directory of Open Access Journals, EBSCOhost, Scopus (SJR ranking - Quartile 2), ERIC, PubMed, SOCOLAR (China), and Web of Science Emerging Social Science Index, among others.
EPAA/AAPE has a 12% acceptance rate, following a rigorous double-blind peer review process with three referees reviewing each manuscript.

* EPAA/AAPE published 160 articles (75 in English, 50 in Spanish, and 35 in Portuguese) working with 384 authors representing 18 countries, and involving 350-400 reviewers.
EPAA/AAPE has over 12,000 subscribers.

* A total of 617,162 EPAA/AAPE articles were downloaded directly from the website. Another 43,794 views and 52,286 downloads were recorded by the ERIC database during 2019. Since 2015, EPAA/AAPE articles have received more than 7,000 citations.

* In recent years, EPAA/AAPE articles have been featured or mentioned in popular news media outlets including The New York Times, Inside Higher Education, Prospects, and local newsletters, bulletins, websites, and prominent education blogs.

Based on a 2019 survey of EPAA/AAPE users, most authors choose to publish in EPAA/AAPE because it is one of the most efficient journals in the field and it is Diamond Open Access, that is, 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 restriction. Some EPAA/AAPE articles appear in published books, blogs, and translations, adding to their visibility and potential for impact. EPAA/AAPE attracts high quality research by establishing 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. Importantly, all EPAA/AAPE Associate Editors are Associate or Full Professors, and several EPAA/AAPE Editorial Board members and authors have appeared in recent Edu-Scholar Public Influence Rankings, including Alfredo Artiles, Linda Darling-Hammond, David C. Berliner, Gene V Glass, Christopher Lubienski, Kevin Welner, and others.

In addition, since its establishment, the leadership of EPAA/AAPE has continually strived to address challenges to the field of scholarly publishing by pioneering (1) a continuous publication cycle, (2) multilingual special issues, and (3) a model of a distributed Associate Editor leadership. EPAA/AAPE offers a responsible space for good scholarship independent of language and conceptual orientation, maintains gender balance among all leadership levels and authorship, and actively supports junior and emerging scholars, while remaining a journal in which well-established scholars strategically choose to publish.

In short, EPAA/AAPE is recognized as a highly visible and impactful open-access journal, and we continually aim to innovate education scholarship and facilitate high quality, effective, influential, and accessible research. Please contact me at ssmcb@asu.edu if you request clarification on the above points.

Sincerely, and on behalf of the EPAA/AAPE Editorial Team