Focus and Scope

The Journal of Applied Educational and Policy Research (JAEPR) is a peer-reviewed, scholarly, open-access journal of the Center for Educational Measurement and Evaluation at the University of North Carolina at Charlotte in partnership with the North Carolina Association for Researchers in Education (NCARE). All submissions undergo a rigorous peer-review process by members of the editorial staff, editorial board, and invited reviewers. There are no author fees. JAEPR accepts manuscripts of original research, application of educational research methodology, and commentaries on policy analysis. Articles for the Research section report the results of empirical studies that focus on relevant educational policy-related topics. Articles for the Methods Forum section outline unique applications of educational research and evaluation methods. Articles for the Policy Forum section explore topics relevant to educational policy at the local, state, and national levels.

Peer Review Process

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. All other articles underwent at least editorial review.

Publication Frequency

In January 2021 JAEPR switched to a continuous publication model. As soon as an article is ready for publication it is immediately made available online rather than waiting for all articles to complete the peer review process within an issue. This results in faster access to articles published by JAEPR. At the end of the calendar year we close the issue. All new articles will then be placed in the next year's issue.

Open Access Policy

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.


Center for Educational Measurement and EvaluationCollege of Education, UNC Charlotte

Journal History

Dr. Richard Lambert, Director of the Center for Educational Measurement and Evaluation (CEME), started this journal in 2014 after a discussion with Dr. Chuang Wang and Dr. Mark D'Amico. These three professors agreed that Dr. Chuang Wang would serve as the Editor and Dr. Mark D'Amico and Dr. Richard Lambert would serve as Associate Editors. They also invited Dr. Paul Fitchett to serve as an Associate Editor. Funded by CEME, Monique Nicoleau was hired as the Editorial Assistant.