Journal of Education for Students Placed at Risk (JESPAR)

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.

The Journal of Education for Students Placed At Risk ( JESPAR ) was founded to assist researchers, policymakers, and practitioners in identifying what programs work to educate elementary and secondary students who are socioeconomically at risk.