| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 286 | 25 | 30 | 13 |
Educational Evaluation and Policy Analysis primarily focuses on research topics in Mathematics education, Pedagogy, Academic achievement, Public administration and Program evaluation. In it, Test (assessment), Curriculum and Reading (process) are investigated in conjunction with one another to address concerns in Mathematics education research. While Pedagogy is the focus of it, it also provided insights into the studies of Higher education and Public relations.
Student achievement is a key component of Academic achievement research discussed in the journal. Some problems in Public administration that were presented in the journal overlapped with concepts under Accountability, State (polity), Public policy, Education policy and Politics. It aims to form a more comprehensive understanding of the field by integrating disciplines like Program evaluation and Evaluation methods.
The published articles tackle a plethora of topics, such as Mathematics education, Academic achievement, Pedagogy, Public administration and Primary education. The most cited articles explore issues in Mathematics education which can be linked to other research areas like Test (assessment), Curriculum and Reading (process). The published articles facilitate discussions on Pedagogy that incorporate concepts from other fields like Context (language use) and Higher education.
The journal focuses on Econometric analysis, Policy analysis, Higher education, Education economics and Equity (finance). Educational Evaluation and Policy Analysis explores research in Policy analysis alongside concepts in Law enforcement and other areas of study in SAFER and Qualitative research. It focuses on Qualitative research as well as the interrelated topic of Pedagogy.
Coursework, Regression discontinuity design, Process (engineering) and Community college are some topics wherein Higher education research discussed in Educational Evaluation and Policy Analysis have an impact. The studies on Education economics discussed can also contribute to research in the domains of Test (assessment), Production (economics), Function (engineering), Econometrics and Student attendance. The studies in Equity (finance) featured incorporate elements of Investment (macroeconomics), Public relations, Demographic economics and Financial system.
A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.
The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.
The top authors publishing in Educational Evaluation and Policy Analysis (based on the number of publications) are:
The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.
Only papers with recognized affiliations are considered
The top affiliations publishing in Educational Evaluation and Policy Analysis (based on the number of publications) are:
The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.
The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.
The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.
During the most recent 2021 edition, 6.82% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 24.39% were posted by at least one author from the top 10 institutions publishing in the journal. Another 36.59% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 29.27% of all publications and 9.76% were from other institutions.
A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.
The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.
The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.
Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).
The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
For those who enjoy educational evaluation and policy analysis, there are many interesting career paths. Normally, in these positions, professionals handle responsibilities such as executing, directing, and interpreting various research studies. They regularly use statistical techniques to make meaningful inferences that assist in responsible decision making and policy formation.
One practical career path for these professionals can be to become a Licensed Professional Counselor. A licensed counselor applies the tools of psychology and human development to help people manage and overcome mental and emotional disorders and issues. Becoming a licensed counselor allows graduates to practice independently and offer therapeutic services to those needing emotional and mental support.
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Embracing this career path opens up the possibility to contribute significantly to improving the educational system by not only understanding but also implementing necessary changes. Furthermore, it offers the opportunity to make a positive impact on students and the community at large by applying the understanding and knowledge gained from policy analysis and educational evaluation research.
Martin R. West;Libby Pier;Hans Fricke;Heather Hough
(2020)Jennifer Lin Russell;Richard Correnti;Mary Kay Stein;Ally Thomas
(2020)Gary T. Henry;Lam D. Pham;Adam Kho;Ron Zimmer
(2020)Lucy C. Sorensen;Yinzhi Shen;Shawn D. Bushway
(2021)Julie Cohen;Susanna Loeb;Luke C. Miller;James H. Wyckoff
(2020)Christopher Redding;Jason A. Grissom
(2021)Christian Fischer;Rachel Baker;Qiujie Li;Gabe Avakian Orona
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