
Academic Journal
Q1Equity and Excellence in Education
About Equity and Excellence in Education
About Equity and Excellence in Education
Equity and Excellence in Education is a peer-reviewed scholarly journal published by Routledge (United Kingdom). It focuses on Q1. Publication coverage spans 1963-1982, 1984, 1986-1988, 1991, 1993-2026.
Key indicators: ISSN 1066-5684, 1547-3457; H-index 69; Impact Factor 1.8.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
- H-index (69): Strong citation impact — 69 articles cited at least 69 times each, reflecting solid influence.
- Impact Factor (1.8): Average citations per recent article. Interpret alongside field-specific citation norms.
Publishing in Equity and Excellence in Education
An established venue in its field. The journal welcomes solid, well-executed research. Ensure your manuscript fits the stated scope and follows author guidelines carefully.
- Scope fit: Confirm your research aligns with Q1. Off-scope manuscripts are typically desk-rejected quickly.
- Author guidelines: Follow formatting, reference style, and article-type requirements exactly — non-compliant manuscripts may be returned without review.
Is This Journal Right for Your Paper?
- Audience match: Will the journal's readers cite and build on your findings?
- Timeline: Higher-tier journals mean longer review and higher rejection risk. Balance prestige against your schedule.
- Indexing: Confirm indexing in Web of Science, Scopus, and PubMed (if biomedical) meets your institutional requirements.
- Open access needs: Check funder mandates and whether the journal offers compliant OA options.
Frequently Asked Questions
What is the ISSN of Equity and Excellence in Education?
1066-5684, 1547-3457.
Who publishes Equity and Excellence in Education?
Routledge.
What are Equity and Excellence in Education's metrics?
Impact Factor 1.8; H-index 69.
Is Equity and Excellence in Education peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Verified field sources
- Journal Impact Factor: 1.8 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
- Impact Factor year: 2025 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
Source-backed journal facts
Topics in published research
Critical Race Theory in Education; School Choice and Performance; Diverse Education Studies and Reforms; Teacher Education and Leadership Studies; Higher Education Research Studies; Education Systems and Policy.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Porch Conversation as Method and Methodology: Teaching, Listening, and Dreaming with Past, Present, and Future Black Women Teachers
Asia S. Thomas
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Monica Gonzalez Smith, Mylia Briggs
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G. Sue Kasun, Joan Silvestrini, Omar Lazaro, Sara Itzel Arcos Barreiro et al.
2026-10-11 · DOI: 10.1080/10665684.2026.2741117Continuing the Great Debate: Illuminating Discipline Disparities in Texas Charter and Traditional Public Schools
Nikita McCree, Katherine A. Graves, Ambra L. Green, Kelvin Afolabi et al.
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2026-10-07 · DOI: 10.1080/10665684.2026.2737636What Fails, Teaches: Ungrading, Accountability Culture, and the Risks of Black Feminist Pedagogy
Dana Michelle Harris
2026-09-02 · DOI: 10.1080/10665684.2026.2723806Dream Doulas: Cultivating DreamSpaces through Radical, Holistic Pedagogy
Azaria Cunningham, Candice Peters, Shalander Samuels
2026-08-23 · DOI: 10.1080/10665684.2026.2717096“When I Work With Plants, I Feel Complete”: Queer Pedagogies in Land-Based Learning Environments
Christopher C. Jadallah, Kunal Palawat, Pablo Montes, Maya Harjo et al.
2026-08-03 · DOI: 10.1080/10665684.2026.2707477Unlearning and Relearning Black History Through Contemporary Fugitive Pedagogy: Tales from the Black Lives Matter at School Movement
Denisha Jones, Sarah A. Mathews
2026-07-28 · DOI: 10.1080/10665684.2026.2701687The Limits of Representation in Youth Voice Research for Equity
Cee Carter
2026-07-27 · DOI: 10.1080/10665684.2026.2704091“It’s More than Teaching. We’re Fighting to Live More Dignified Lives”: The Racial Literacies of Ethnic Studies Teachers of Color
Arturo Nevárez
2026-07-23 · DOI: 10.1080/10665684.2026.2701679Mapping Our Collective Resistance: Embodied Strategies for Holding Ground and Strengthening Equity in Academia
Suha Ballout, Patricia Krueger-Henney
2026-07-08 · DOI: 10.1080/10665684.2026.2690253Leading in Times of ‘Normal Madness’: On Rage, Love, and Refusing Despair
Awaachiiiákaaté Jason Cummins, Ethan Chang
2026-07-05 · DOI: 10.1080/10665684.2026.2693139Editors’ Introduction
Denise Ives, Kysa Nygreen
2026-07-03 · DOI: 10.1080/10665684.2026.2704456Coaching the Intricate Dance: How White Principals Learn to Unearth Whiteness, Step Up, and Step Back
Lindsey J. Kaiser
2026-07-02 · DOI: 10.1080/10665684.2026.2691815“Sanctuary” as a Floating Signifier; US Churches, Public Schools, and the Movement to Protect Undocumented Peoples
Bruce A. Collet, Luis Fernando Macías
2026-07-02 · DOI: 10.1080/10665684.2026.2691820Power, Process, and Evidence in Statements about Palestine
Nadia Behizadeh
2026-07-03 · DOI: 10.1080/10665684.2026.2690252Navigating the Model Minority Myth: A Phenomenological Study of Asian and Asian American College Students’ Experiences and Reactions
Changyue Li, Linda Serra Hagedorn
2026-07-03 · DOI: 10.1080/10665684.2026.2687776Black Girls’ Development of Sociocritical AI Literacies Through Critique and Design
Golnaz Arastoopour Irgens, Atefeh Behboudi, Alicia C. Lane, Ashley Markatos et al.
2026-07-03 · DOI: 10.1080/10665684.2026.2686607Reviews
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Version History
October 9, 2026 at 9:01 pm
October 2, 2026