Educational Evaluation and Policy Analysis (EEPA) publishes scholarly articles concerned with important issues in the formulation, implementation, and evaluation of education policy. EEPA is open to all of the diverse methodologies and theoretical orientations represented in AERA published work. We welcome submissions focused on international and comparative policy issues in education as well as domestic issues.

Educational Researcher (ER) is published nine times per year and is received by all members of AERA. It contains scholarly articles of general significance to the educational research community from a wide range of disciplines. ER's Features section publishes articles that report, synthesize, or analyze scholarly inquiry, focusing on manuscripts that examine the significance of research in education and developments important to the field of educational research.

Examines educational developments throughout the world in universities, polytechnics, colleges, and other higher education institutions. Analyses developments in both public and private higher education sectors.

HLRC is an open-access journal with an international focus published by Walden University. It is indexed in Scopus and is listed in other indexes and abstracting services. Its aim is to disseminate both high-quality research and teaching best practices in tertiary education across cultures and disciplines. HLRC connects the ways research and best practices contribute to the public good and impact the communities that educators serve.

Journal of College Student Development (JCSD), the largest and leading source of research about college students and the field of student affairs, publishes scholarly articles and reviews from a wide range of academic fields. Since 1959, scholars in student affairs, higher education, sociology, psychology, social work, nursing, business administration, and health sciences have been finding their voice with JCSD. Journal of College Student Development is the official journal of the American College Personnel Association (ACPA).

Founded in 1930, The Journal of Higher Education (JHE) is the leading scholarly journal on the institution of higher education. Articles combine disciplinary methods with critical insight to investigate issues important to faculty, administrators, and program managers.

Research in Higher Education is a journal that publishes empirical research on postsecondary education. Open to studies using a wide range of methods, with a special interest in advanced quantitative research methods. Covers topics such as student access, retention, success, faculty issues, institutional assessment, and higher education policy. Encourages submissions from scholars in disciplines outside of higher education. Publishes notes of a methodological nature, literature reviews and 'research and practice' studies. Aims to inform decision-making in postsecondary education policy and administration.

In today's labor market, students increasingly need greater levels of postsecondary education and training to enter or advance in many industries. Meanwhile, employers are calling for the education system to better align with industry needs, as their demands for a skilled workforce continue to rise. In response to the increasing emphasis for postsecondary institutions to prepare students for family-sustaining employment in high-growth, in-demand industries, community colleges are employing a number of strategies to meet the needs of both job seekers and employers. Many of these strategies are found within career and technical education (CTE) programs, and they are also present in broader workforce development activities and supports offered by community colleges. The career pathways approach, as defined under the Workforce Innovation and Opportunity Act (WIOA) and reinforced under the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), has become widely used in education and workforce development. Because of the emphasis on career pathways in CTE programs for the past decade and the availability of rigorous evaluation results on this topic, this practice guide is focused on community college-based CTE interventions through the lens of career pathways. This guide draws upon studies of interventions that include one or more of the career pathways components defined under the WIOA. It focuses on promising interventions where there is evidence of improved educational or labor market outcomes. This guide provides community colleges with five specific recommendations for supporting occupational skills training through career pathways.

Nationally, the labor market is calling out for workers to fill the increasing number of job vacancies, but those qualified, skilled, and able to fill them are limited in supply or retiring in large numbers. As America’s key industries offer high salaries in return for candidates with the necessary skills and credentials to fill their vacancies, the skills learned and third-party industry credentials earned in secondary Career and Technical Education (CTE) programs seem to make a perfect fit for the student, employer, and the economy. However, unlike the favored US educational model of the four-year degree, the continued outdated perception of CTE and low level of awareness of industry credentials held by the public, educators, and students, continue to perpetuate this skills crisis while undermining the economic potential for Virginia’s high school students.

The nation’s largest newsroom dedicated to covering colleges and universities. Offers indispensable real-time news and deep insights, plus the essential tools, career opportunities, and knowledge to succeed in a rapidly changing world.