EDB 540: School Budgeting and Finance

A quarterly journal covering original research on the funding of public schools and higher education and analysis on issues such as education reform, judicial intervention in finance, school-social agency linkages, tax limitation measures, and factors influencing teacher salaries. For academic and general audiences.

Education Economics provides peer-reviewed research across all areas of the economics of education. We seek content of international and interdisciplinary appeal. While a natural outlet for material of a technical nature, we encourage applied work with clear policy implications. Journal readership includes academics in economics, education, and management; along with policy makers and stakeholders in education.

Educational Researcher (ER) publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas of education research and related disciplines. ER aims to make major programmatic research and new findings of broad importance widely accessible.

The purpose of the International Journal of Educational Development is to report new insight and foster critical debate about the role that education plays in development. Aspects of development with which the journal is concerned include economic growth and poverty reduction; human development, well being, the availability of human rights; democracy, social cohesion and peace-building; resilience and environmental sustainability.

Public Finance Review (PFR), peer-reviewed and published bi-monthly, is a professional forum devoted to economic research, theory, and policy applications, focusing on a variety of allocation, distribution, and stabilization functions within the public sector economy. Economists, policy makers, political scientists, and researchers rely on PFR for the most up-to-date information and to help them put policies and research into action.

There are 4 journal titles within this family published by the American Economic Association, including Applied Economics and Economic Policy.

The aim of the Journal of Public Economics is to encourage original scientific contributions on the problems of public economics, with particular emphasis on the application of modern economic theory and methods of quantitative analysis. It provides a forum for discussion of public policy of interest to an international readership.

The Review of Economics and Statistics is a 100-year-old general journal of applied (especially quantitative) economics. Edited at the Harvard Kennedy School, the Review has published some of the most important articles in empirical economics. From time to time, the Review also publishes collections of papers or symposia devoted to a single topic of methodological or empirical interest.

Educational Evaluation and Policy Analysis (EEPA) publishes rigorous, policy-relevant research of interest to those engaged in educational policy analysis, evaluation, and decision making.

The Journal of Education Policy (JEP) publishes original, critically and theoretically informed research that discusses, analyses and debates policymaking, policy implementation and policy impact at all levels, and within and across all spheres of formal and informal education.

This journal encompasses issues and practices in policy analysis and public management. Listed among the contributors are economists, public managers, and operations researchers. Featured regularly are book reviews and a department devoted to discussing ideas and issues of importance to practitioners, researchers, and academics.

Collected working research papers by National Bureau of Economic Research (NBER) affiliates, circulated for discussion and comment. The NBER distributes more than 1,200 working papers each year. These papers have not been peer reviewed.

The Learning Policy Institute conducts and communicates independent, high-quality research to improve education policy and practice. Working with policymakers, researchers, educators, community groups, and others, the Institute seeks to advance evidence-based policies that support empowering and equitable learning for each and every child. Nonprofit and nonpartisan, the Institute connects policymakers and stakeholders at the local, state, and federal levels with the evidence, ideas, and actions needed to strengthen the education system from preschool through college and career readiness.