Journal of Education for Students Placed at Risk

Aims & Scope

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.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.2

Journal Rank

Year	Value
2024	4720

Journal Citation Indicator

Year	Value
2024	128

SJR (SCImago Journal Rank)

Year	Value
2024	1.013

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	27

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Science, Technology, Engineering, and Mathematics (STEM) Pathways: High School Science and Math Coursework and Postsecondary Degree Attainment

  Citation: 259

  Authors: Will, Reginald, Kathryn M., Mary Ann

• Chronic Absenteeism and Its Effects on Students’ Academic and Socioemotional Outcomes

  Citation: 227

  Authors: Michael A.

• Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries

  Citation: 214

  Authors: William R., Anna-Ruth, Cynthia E., Caitlin

• Bridging Funds of Distributed Knowledge: Creating Zones of Practices in Mathematics

  Citation: 191

  Authors: Norma, Rosi, Marta, Luis

• Blocked Paths, Uncertain Futures: The Postsecondary Education and Labor Market Prospects of Undocumented Latino Youth

  Citation: 190

  Authors: Leisy J., Roberto G.

• English Language Learners in U.S. Schools: An Overview of Research Findings

  Citation: 190

  Authors: Fred, Kathryn, William, Donna

• Receiver Operating Characteristic (ROC) Area Under the Curve (AUC): A Diagnostic Measure for Evaluating the Accuracy of Predictors of Education Outcomes

  Citation: 159

  Authors: Alex J., Xiaoliang

• Practices That Support Data Use in Urban High Schools

  Citation: 139

  Authors: Mary Ann, Stephen

• Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection

  Citation: 129

  Authors: Jeffrey C.

• Addressing Student Engagement and Truancy Prevention During the Elementary School Years: A Replication Study of the Check & Connect Model

  Citation: 128

  Authors: Camilla A., Mary F., Sandra L.

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