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.
, University of California, Los Angeles
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Education Policy Analysis Archives Vol. 17 (2009) - Articles
The Segregation of American Teachers.
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Education Policy Analysis Archives Vol. 11 (2003) - Articles
The Limits of Sanctions in Low-Performing Schools
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Education Policy Analysis Archives Vol. 10 (2002) - Articles
Teacher Absenteeism in Urban Schools
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Education Policy Analysis Archives Vol. 7 (1999) - Articles
Contextualizing Homeschooling Data: A Response to Rudner
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Education Policy Analysis Archives Vol. 29 No. August - December (2021) - Articles
The New Right: Conservative student political repertoires and intragroup conflict
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Education Policy Analysis Archives Vol. 13 (2005) - Articles
Corrective Action in Low Performing Schools: Lessons for NCLB Implementation from First-generation Accountability Systems. Vol. 13 No. 48
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Education Policy Analysis Archives Vol. 19 (2011) - Articles
Choice without Equity: Charter School Segregation
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Education Policy Analysis Archives Vol. 28 (2020) - Articles
Using multiple measures of teaching quality to strengthen teacher preparation
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Education Policy Analysis Archives Vol. 21 (2013) - Articles
Value-added Teacher Estimates as Part of Teacher Evaluations: Exploring the Effects of Data and Model Specifications on the Stability of Teacher Value-added Scores
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Education Policy Analysis Archives Vol. 23 (2015) - Articles
The covert mechanisms of education policy discourse: Unmasking policy insiders’ discourses and discursive strategies in upholding or challenging racism and classism in education
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Education Policy Analysis Archives Vol. 26 (2018) - Articles
Elementary principals’ social construction of parents of color and working class parents: Disrupting or reproducing conflicting and deficit orientations of education policy?
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