Education Finance and Policy
Education Finance and Policy (EFP) publishes policy-relevant research papers concerning education finance, policy, and practice. The journal draws from a range of fields—including economics, political science, public administration and policy, law, and education—covering topics that span from early childhood to graduate education in the United States and around the world. The journal publishes two types of articles: research papers and policy briefs. We encourage authors to consult our Style Guides for Research Papers and Policy Briefs.
The journal is published by the MIT Press for the Association for Education Finance and Policy, and is currently co-hosted by the Barnard College Economics Department and the Trachtenberg School of Public Policy & Public Administration at The George Washington University.
- Impact Factor: 2.429 (2018 Journal Citation Report)
EFP offers access to “Just Accepted” manuscripts and uncorrected proofs of articles before they are published. Learn more about Just Accepted and Early Access.
Forthcoming in Education Finance and Policy Vol. 14, No. 4, Fall 2019
The articles listed in this table of contents may be available under the Just Accepted or Early Access tab.
The Returns to Education at Community Colleges: New Evidence from the Education Longitudinal Survey
Dave E. Marcotte
Parental Credit Constraints and Child College Attendance
Daniel R. Ringo
The Promise of Place-Based Investment in Postsecondary Access and Success: Investigating the Impact of the Pittsburgh Promise
Lindsay C. Page, Jennifer Iriti, Danielle J. Lowry, and Aaron M. Anthony
Can Simplifying Financial Aid Offers Impact College Enrollment and Borrowing? Experimental and Quasi-Experimental Evidence
Kelly Ochs Rosinger
Another Day Another Dollar Metric? An Event History Analysis of Student Loan Repayment
Jonathan G. Conzelmann, T. Austin Lacy, and Nichole D. Smith
A Degree Above? The Value-Added Estimates and Evaluation Ratings of Teachers with a Graduate Degree
The Impact of Schooling Intensity on Student Learning: Evidence from a Quasi-Experiment
Vincenzo Andrietti and Xuejuan Su