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EEPA ARTICLES OF INTEREST

EEPA publishes a wide range of articles concerned with educational evaluation and policy that vary in methodological approaches taken, disciplinary perspectives and substantive issues addressed. We are interested in high quality manuscripts that reflect this breadth of inquiry. Below are published articles from the last several years that represent the journal's diversity.

H. S. Bloom, L. Richburg-Hayes, and A. Rebeck Black, “Using Covariates to Improve Precision for Studies That Randomize Schools to Evaluate Educational Interventions,” EEPA, 29 (March, 2007): 30-59.

H. C. Hill,“Mathematical Knowledge of Middle School Teachers: Implications for the No Child Left Behind Policy Initiative,” EEPA, 29 (June, 2007): 95-114.

T. Domina,“Higher Education Policy as Secondary School Reform: Texas Public High Schools After Hopwood,” EEPA, 29 (September, 2007): 200-217.

R. Correnti,“An Empirical Investigation of Professional Development Effects on Literacy Instruction Using Daily Logs,” EEPA, 29 (December, 2007): 262-295.

M. I. Honig,“Street-Level Bureaucracy Revisited: Frontline District Central-Office Administrators as Boundary Spanners in Education Policy Implementation,” EEPA, 28 (Winter, 2006): 357-383.

W. R. Doyle,“Adoption of Merit-Based Student Grant Programs: An Event History Analysis,” EEPA, 28 (Fall, 2006): 259-285.

B. Stecher, V. Le, L. Hamilton, G. Ryan, A. Robyn, and J. R. Lockwood,“Using Structured Classroom Vignettes to Measure Instructional Practices in Mathematics,” EEPA, 28 (Summer, 2006): 101-130.

S. F. Reardon, J. T. Yun, and M. Kurlaender,“Implications of Income-Based School Assignment Policies for Racial School Segregation,” EEPA, 28 (Spring, 2006): 49-75.

1 M. Roderick and J. Nagaoka,“Retention Under Chicago’s High-Stakes Testing Program: Helpful, Harmful, or Harmless?,” EEPA, 27 (Winter, 2005): 309-340.

G. Hong and S. W. Raudenbush,“Effects of Kindergarten Retention Policy on Children’s Cognitive Growth in Reading and Mathematics,” EEPA, 27 (Fall, 2005): 205-224.