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Editors’ NoteEducational Evaluation and Policy Analysis AS the new editors of Educational Evaluation and Policy Analysis, we thought it appropriate to provide a brief introduction to our first issue of the journal and to say a few words about our perspective on the journal. Researchers in the field of educational evaluation are well aware of the significant attention that has been given to the thoughtful design and execution of randomized controlled experiments to address whether particular interventions have an intended effect. Those who have engaged in such studies understand the challenges in designing studies that have meaning from a policy standpoint and are also economically and practically feasible. We are delighted to include in this issue three articles that, together, should provide extremely helpful guidance to those who are designing randomized controlled studies in education. These kinds of educational studies are often complicated and expensive because the unit of analysis is the classroom or school, rather than individuals. Collectively, these articles provide strategies and resources through which researchers can account for systematic variation among units of study to build designs that are both more efficient and more powerful. Each of the articles provides a theoretical justification for its approach, along with guidance drawn from real-world examples. These articles reflect the kind of quality research studies that have characterized EEPA through its almost 30 years of existence. Our goal is to continue to support the great tradition of this journal by including outstanding work that addresses substantive and methodological issues in the world of educational policy and evaluation. While the focus in this issue is on randomized controlled studies, we want to be clear that we are committed to publishing outstanding work that reflects a range of questions, perspectives, and methodological approaches, including those applying qualitative and mixed-methods approaches. As with all good research, it is imperative that the research questions drive the appropriate methods of inquiry. The journal’s continued success and influence are predicated on the submission and publication of outstanding manuscripts, together with an exceptional peer review process. During our first few months in this role, we are extremely pleased on both fronts. We are seeing a good number of very promising manuscripts, and the quality of the reviews we have received has been very useful to us as editors and extremely helpful in providing appropriate guidance to authors. We are grateful to all who have helped in this critical role. We are also very pleased to be part of a significant transition for EEPA and all the AERA journals. AERA has entered into a new partnership with SAGE Publications, which will result in great benefits for authors, reviewers, and readers of the journal. More details on this partnership are available at http://www.aera.net/newsmedia/?id=1548. Finally, we wish to express our appreciation for the leadership role that is being fulfilled by Felice Levine, AERA Executive Director, Melissa Junior, AERA Publications Director, and the Publications Committee. We admire their dedication to ensuring that the journal continues to hold its traditional place as one of AERA’s flagship journals and that it continues to evolve in response to the changing landscape of educational evaluation and policy.
Educational Evaluation and Policy Analysis, Vol. 29, No. 1,
4 (2007)
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