Journal of Research on Educational Effectiveness

Aims & Scope

As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems.

Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems.

JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies.

The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research.

The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism.

The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling.

To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools.

Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes.

On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.6
2024	1.70

Journal Rank

Year	Value
2024	3399

Journal Citation Indicator

Year	Value
2024	288

SJR (SCImago Journal Rank)

Year	Value
2024	1.233

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	49

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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.

• Why We (Usually) Don't Have to Worry About Multiple Comparisons

  Citation: 723

  Authors: Andrew, Jennifer, Masanao

• The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis

  Citation: 329

  Authors: Amy M., Endia J., Paul, Donald L.

• Persistence and Fadeout in the Impacts of Child and Adolescent Interventions

  Citation: 328

  Authors: Drew, Greg J., Candice L., Winnie

• Performance Trajectories and Performance Gaps as Achievement Effect-Size Benchmarks for Educational Interventions

  Citation: 288

  Authors: Howard S., Carolyn J., Alison Rebeck, Mark W.

• Moving From the Lab to the Field: The Role of Fidelity and Achieved Relative Intervention Strength

  Citation: 206

  Authors: Chris S., David S.

• Universal Interventions: Fully Exploring Their Impacts and Potential to Produce Population-Level Impacts

  Citation: 171

  Authors: Mark T., Rachel

• Generating Knowledge of Academic Language Among Urban Middle School Students

  Citation: 160

  Authors: Catherine E., Joshua F., Claire

• Causal Connections Between Mathematical Language and Mathematical Knowledge: A Dialogic Reading Intervention

  Citation: 159

  Authors: David J., Amy R., Elizabeth A., Zachary S.

• <i>PowerUp!</i>: A Tool for Calculating Minimum Detectable Effect Sizes and Minimum Required Sample Sizes for Experimental and Quasi-Experimental Design Studies

  Citation: 146

  Authors: Nianbo, Rebecca

• How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review

  Citation: 112

  Authors: Loren Marie, Susan B.

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