American Educational Research Journal








2014 Impact Factor: 2.157
2014 Ranking: 13/224 in Education &
Educational Research

AERJ Online
AERJ Manuscript Guidelines
AERJ Submission Website
AERJ Editors

The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.

Read the editors' introductory editorial statement (PDF)


New Coeditors to Take Helm of All of AERJ

AERA is pleased to announce the new coeditor team for the newly integrated American Educational Research Journal. 
Read more in the April 2015 AERA Highlights 

Latest AERJ Issue

The Meanings of Race Matter: College Students Learning About Race in a Not-so-Postracial Era
Johnston-Guerrero, M. P.

Reinforcing Deficit, Journeying Toward Equity: Cultural Brokering in Family Engagement Initiatives
Ishimaru, A. M., Torres, K. E., Salvador, J. E., Lott, J., Williams, D. M. C., Tran, C.

Will You Stand for Me? Authentic Carino and Transformative Rites of Passage in an Urban High School
Curry, M. W.

Contesting the Public School: Reconsidering Charter Schools as Counterpublics
Wilson, T. S.

Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment
Ryan, S., Ream, R. K.

Geography of College Opportunity: The Case of Education Deserts
Hillman, N. W.

Investigating the Role of Instructional Rounds in the Development of Social Networks and District-Wide Improvement
Hatch, T., Hill, K., Roegman, R.

Revisiting the Relationship Between International Assessment Outcomes and Educational Production: Evidence From a Longitudinal PISA-TIMSS Sample
Carnoy, M., Khavenson, T., Loyalka, P., Schmidt, W. H., Zakharov, A.

Easy in, Easy out: Are Alternatively Certified Teachers Turning Over at Increased Rates?
Redding, C., Smith, T. M.

Childhood Geographies and Spatial Justice: Making Sense of Place and Space-Making as Political Acts in Education
Jones, S., Thiel, J. J., Davila, D., Pittard, E., Woglom, J. F., Zhou, X., Brown, T., Snow, M.

Income Segregation Between Schools and School Districts
Owens, A., Reardon, S. F., Jencks, C.

Early School Adjustment and Educational Attainment
Magnuson, K., Duncan, G. J., Lee, K. T. H., Metzger, M. W.

Detracking and Tracking Up: Mathematics Course Placements in California Middle Schools, 2003-2013
Domina, T., Hanselman, P., Hwang, N., McEachin, A.

Latest Online AERJ Articles

Do Top Dogs Rule in Middle School? Evidence on Bullying, Safety, and Belonging
Schwartz, A. E., Stiefel, L., Rothbart, M. W.

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