The Journal of Education for Students Placed At Risk
( JESPAR) is the only academic journal to date which provides quantitative, qualitative, or mixed-method research focused exclusively on improving the education of students placed at risk, which are students who are at danger of not succeeding in school due to disadvantaged circumstances. JESPAR prioritizes manuscripts of studies that (1) provide impact evidence of interventions, strategies, or methods to ameliorate risk, or (2) examine innovative schooling structures and school practices that improve the achievement or correlates of achievement of at risk students, or (3) present new models for improving the precision of predicting risk and/or future success in school. The journal is focused on elucidating the malleable factors that, if altered, can change the course of a student’s educational outcomes. The journal does not publish articles that are more suited for special education journals, but it will consider studies in which special education status coexists with disadvantaged circumstances or where students at risk are placed in special education services. JESPAR facilitates communication among all stakeholders--researchers, policymakers, and educators--who are actively involved in furthering academic and other achievements of students placed at risk.
Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by at least two anonymous referees.
About the Journal:
TheJournal of Education for Students Placed At Risk ( JESPAR) was founded to assist researchers, policymakers, and practitioners in identifying what programs work to educate elementary and secondary students who are socioeconomically at risk.
JESPAR
was founded in 1996 at the Johns Hopkins University, Hopkins’s Center for Social Organization of Schools ( CSOS), and the federally funded Center for Research into the Education of Students Placed At Risk ( CRESPAR). Sam Stringfield and John H. Hollifield, Jr. were the founding editors and Amanda Datnow and Faustine Jones-Wilson the founding associate editors. Many board members have served throughout JESPAR’s existence and many with shorter tenures have made substantial contributions. John Nunnery, Martha Mac Iver, Wendy Winters, Coby Meyers, and Emily Rodgers have also served as associate editors, and Cary Berkeley Kaye, Sam Kim, and Kirsten Sundell as assistant or managing editors. After Hollifield’s death in 1999, Stringfield remained as editor until his death in 2016. In 2017, Jerome D’Agostino of The Ohio State University became editor of JESPAR.
JESPAR
has focused on original research into student outcomes regarding at-risk students in elementary and secondary school, although from time to time it has explored relevant aspects of preschool or college education and has published relevant essays and book reviews. Founding editor Sam Stringfield was particularly proud of the journal’s special issues, including, to name just a few, collections addressing pathways to postsecondary education and Reading Recovery.
The editorial teams and boards have shared the belief that effective educational practices and programs exist that make a difference in the lives of students who, for a variety of reasons—racial, economic, family, linguistic, or other—are placed at risk of academic failure. Since its founding, JESPAR has reported on the progress made toward providing all children with a high-quality education and social support.
Journal metrics
Usage
68K annual downloads/views
Citation metrics
2.0 (2023) Impact Factor
Q2 Impact Factor Best Quartile
2.3 (2023) 5 year IF
3.6 (2023) CiteScore (Scopus)
Q2 CiteScore Best Quartile
1.173 (2023) SNIP
0.948 (2023) SJR
Speed/acceptance
180 days avg. from submission to first
decision
17% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Faramarz Asanjarani - University of Isfahan Erica Barnes - University of Albany Geoffrey Borman - Arizona State University Alex Bowers - Columbia University Teachers College Mary Bratsch-Hines - University of North Carolina at Chapel Hill Allison Briceño - San Jose State University Matthew Burns -University of Missouri Joshua Childs -University of Texas, Austin Amanda Datnow - University of California, San Diego Alan Davis - University of Colorado, Denver David Dematthews - University of Texas, Austin Shaun Dougherty - Vanderbilt University Rachel Durham - Notre Dame of Maryland University Edward Fletcher - Ohio State University Claudia Gallindo - University of Maryland, College Park Álvaro González Torres - Universidad Católica Silva Henríquez Michael Gottfried -University of Pennsylvania Sinéad Harmey - University College London Alma Harris - Swansea University John Heilmann - University of Wisconsin-Milwaukee Decoteau Irby - University of Illinois at Chicago Minjung Kim - Ohio State University Spyros Konstantopoulos - Michigan State University Penny Levickis - The University of Melbourne Rufan Luo - Rutgers University Scott Marley - Arizona State University Henry May - University of Delaware Sara McDaniel - The University of Alabama Marco Munoz - Jefferson County Public Schools (Louisville, KY) Jay Plasman - Ohio State University David Reynolds - Swansea University Steven Ross - Johns Hopkins University Jessica Shiller - Towson University Philip Sirinides - Pennsylvania State University at Harrisburg Julie Slayton - University of Southern California Bryan VanGronigen - University of Delaware Megan Welsh-University of California, Davis
Abstracting and indexing
Journal of Education for Students Placed at Risk is Abstracted/Indexed in:
EBSCOhost
Academic Search Alumni Edition
Academic Search Complete
Academic Search Elite
Academic Search Premier
Current Abstracts
Education Research Complete
Education Research Index
Education Source
Educational Administration Abstracts
Professional Development Collection
Race Relations Abstracts
TOC Premier (Table of Contents)
Violence & Abuse Abstracts
Elsevier BV
Scopus
E-psyche
ERIC (Education Resources Information Center)
National Library of Medicine
PubMed
Ovid
ProQuest
Education Database
Health Research Premium Collection
Linguistics and Language Behavior Abstracts (Online), Selective
Professional ProQuest Central
ProQuest 5000
ProQuest 5000 International
ProQuest Central
ProQuest Professional Education
Psychology Database
Research Library
Social Sciences Premium Collection
Sociological Abstracts (Online), Selective
PsycINFO
Taylor & Francis
Educational Research Abstracts Online
Studies on Women and Gender Abstracts (Online)
Open access
Journal of Education for Students Placed at Risk (JESPAR) is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
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