EEPA Editors Share Their Vision for Their Term
EEPA Editors Share Their Vision for Their Term

November 2023

The coeditors of Educational Evaluation and Policy Analysis—Geoffrey D. Borman, A. Brooks Bowden, Deven Carlson, Amanda Datnow, and Sylvia Hurtado—have communicated a vision for their term (2023–2025) in an Editors’ Introduction, now available open access online. The editors outline their plans to build on the impressive achievements of the prior editorial team. They plan to extend EEPA’s approaches to educational inequality and make the research more accessible to policymakers and practitioners.

The editors emphasize the following priorities for implementing their vision:

  • Building evidence on policies and programs specifically designed to close long-standing opportunity and outcome gaps.
  • Expanding the journal’s methodological diversity with recent statistical, qualitative, and multimethod design ideas.
  • Publishing rigorous studies of cause and effect and policy adoption to answer questions not only of what works but how, where, under what conditions, and for whom; highlighting how programs and policies are taken up and adapted in various contexts and how they impact different populations.  
  • Encouraging cost and cost-effectiveness studies.
  • Making research available to other scientists in accordance with the values of open science. Encouraging authors to follow AERA’s data-sharing and archiving policy and to deposit data (or the equivalent) and other study materials in the openICPSR repository.
  • Prioritizing translational research that is accessible to policymakers and practitioners and relevant to real-world policy and practice.
  • Inviting authors to add brief statements to their articles expressing in commonsense language the “take home” message and discussing the policy and practical applications of the research.
  • Using various online platforms to highlight the relevance and practical importance of the research published in EEPA.

The editors’ introduction will also appear in print in the December issue of EEPA.

About the Coeditors

Geoffrey D. Borman is the Alice Wiley Snell Endowed Professor at Arizona State University. He is an AERA Fellow and the recipient of numerous awards, including the National Academy of Education Postdoctoral Fellowship Award, the AERA Raymond Cattell Early Career Award, the AERA Review of Research Award, and the AERA Palmer O. Johnson Memorial Award. Borman's main substantive research interests focus on policies and practices to address educational inequality, and his methodological background includes directing multiple Institute of Education Sciences PhD training programs in causal inference and interdisciplinary research. 

A. Brooks Bowden is an assistant professor in the Education Policy Division at the Graduate School of Education at the University of Pennsylvania, where she also serves as the director of the Center for Benefit-Cost Studies of Education. She is an expert in program evaluation and economic analysis, focusing on applications and the methodology of the ingredients method to conduct cost-effectiveness analyses. Her research examines approaches that address the whole child by providing supplemental support and resources through partnerships with parents/caregivers, volunteer tutors, and community organizations. She serves as associate editor at the American Journal of Evaluation.  

Deven Carlson is associate director for education at the Institute for Public Policy Research and Analysis, Presidential Research Professor, and associate professor of political science at the University of Oklahoma. Carlson’s research agenda explores the operations of public policies and analyzes their effects on political, social, and economic outcomes of interest. He is currently working on several projects, including the effects of the socioeconomic desegregation policy operated by the Wake County Public School System and the effects of need-based financial aid on students’ future labor market outcomes.

Amanda Datnow is professor and Chancellor’s Associates Endowed Chair in the Department of Education Studies and associate dean of the Division of Social Sciences at the University of California, San Diego. Her research focuses on educational reform and policy, particularly with regard to issues of equity and the professional lives of educators.  Over the past decade, she has conducted numerous studies examining the use of data for instructional improvement, teacher collaboration, and leadership, as well as projects aimed at transformative educational change.


Sylvia Hurtado is a professor at the UCLA School of Education and Information Studies, in the Division of Higher Education and Organizational Change. She has written extensively on the campus racial climate, improving STEM pathways for underrepresented groups, and equity and diversity in higher education. She has conducted longitudinal survey research on college students, and more recently conducts evaluative work on STEM interventions and institutional change, using case study and mixed methods designs. She received the 2015 Exemplary Research Achievement award from AERA Division J, the AERA Social Justice in Education Award in 2018, and was elected to the National Academy of Education in 2019.































To view the entire team of editors, associate editors, and editorial board, please click here.