July 2026

AERA has appointed Odis Johnson, Jr., Norma L. Day-Vines, Rebecca A. Cruz, Amanda Neitzel, and Meagan Call-Cummings, all of Johns Hopkins University, as the new co-editors of Review of Educational Research (RER) for 2027–2029.

The new editorial team will succeed Mildred Boveda (Pennsylvania State University), Karly Sarita Ford (Pennsylvania State University), Erica Frankenberg (Pennsylvania State University), Daniel D. Liou (Arizona State University), Francesca López (Pennsylvania State University), and Sadhana Puntambekar (University of Wisconsin–Madison), whose term as co-editors concludes at the end of 2026.

The appointments were made by 2026–2027 AERA President Jerome E. Morris, following an extensive search conducted by the AERA Journal Publications Committee, which is charged with making editorial recommendations to the president.

RER publishes critical, integrative reviews of research literature relevant to education. The journal features conceptualizations, interpretations, and syntheses of scholarly work across disciplines, including psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology.

About the Co-editors

Odis Johnson Jr. is the Bloomberg Distinguished Professor of Social Policy and STEM Equity at Johns Hopkins University and the Edmund W. Gordon Chair of Policy Research and Evaluation at the Educational Testing Service (ETS). At Johns Hopkins, he holds faculty appointments across multiple schools and departments and directs the Institute in Critical Quantitative, Computational, and Mixed Methodologies. His research examines the intersections of neighborhoods, social policy, race, and educational opportunity. Johnson’s work has been supported by organizations including the National Science Foundation, National Institutes of Health, Spencer Foundation, and AERA. A transdisciplinary scholar, he has published across multiple fields and is the immediate past co-editor of Sociology of Education. He is a Fellow of AERA and the recipient of the 2025 Marsal Distinguished Education Researcher Alumni Award from the University of Michigan.

Norma L. Day-Vines is a professor at the Johns Hopkins University School of Education and maintains a faculty appointment as a professor of counseling and educational studies. Her research focuses on multiculturalism, culturally responsive counseling and educational services, and strategies to reduce barriers to well-being for students and clients from marginalized groups. Day-Vines has studied attitudes and practices related to discussing race, ethnicity, and culture in counseling and educational settings and has worked with school districts nationwide on diversity, equity, and inclusion issues. Her scholarship has appeared in leading counseling journals, and she has received numerous awards recognizing her contributions to research and professional practice. She recently collaborated on a $4.7 million grant from the U.S. Department of Education to train pre-service and in-service school counselors to address student mental health needs in high-needs school districts.

Rebecca A. Cruz is an assistant professor at the Johns Hopkins School of Education. Her research examines disproportionality in special education and discipline and explores inclusion through a lens that considers disability as shaped by political, social, and historical practices. Cruz uses quantitative methods, including hierarchical linear and logistic models, to study mechanisms contributing to educational inequities. Before pursuing doctoral studies, she worked in middle and high school settings developing co-teaching and inclusion models. She is co-recipient of the 2026 AERA Review of Research Award for the article “Is dis-ability a foregone conclusion? Research and policy solutions to disproportionality?” and has received AERA Outstanding Reviewer awards from AERA Open and from Review of Educational Research.

Amanda Neitzel (Inns) is an associate research professor at the Johns Hopkins Center for Research and Reform in Education. Her research expertise includes school-based health interventions, literacy, meta-analysis, data management, and quantitative research design. At the center, she has led and contributed to evaluations of school-based vision programs, systematic reviews of educational interventions, and research on literacy and programs for struggling readers. Before earning her doctorate, Neitzel was an elementary school teacher in a traditional public school and also served in the Peace Corps.

Meagan Call-Cummings is an associate professor in the Department of Advanced Studies in Education and director for the Research Methods Program at the Johns Hopkins University School of Education. A qualitative methodologist, her scholarship focuses on policy-relevant, youth- and community-led research designed to improve educational opportunities for students experiencing inequitable schools, systems, and structures. She is the author of Critical Participatory Inquiry: An Interdisciplinary Guide, which was received the 2025 Book Award from AERA’s Qualitative Research Special Interest Group. Call-Cummings has authored over 60 peer- or editorially-reviewed publications and has received recognition for her scholarship, including Wiley’s “Top Cited Article” award.