The Journal of Education for Students Placed At Risk (JESPAR) was founded in 1996 at the Johns Hopkins Center for Social Organization of Schools and the federally funded Center for Research into the Education of Students Placed at Risk (CRESPAR).

Sam Stringfield and John H. Hollifield, Jr. were the founding editors and Amanda Datnow and Faustine Jones-Wilson the founding associate editors. Many board members have served throughout JESPAR ’s existence and many with shorter tenures have made substantial contributions. John Nunnery, Martha Mac Iver, Wendy Winters, Coby Meyers, and Emily Rodgers have also served as associate editors, and Cary Berkeley Kaye, Sam Kim, and Kirsten Sundell as assistant or managing editors. After Hollifield’s death in 1999, Stringfield remained as editor until his death in 2016. In 2017, Jerome D’Agostino of The Ohio State University became editor of JESPAR.

JESPAR has focused on original research into student outcomes regarding at-risk students in elementary and secondary school, although from time to time it has explored relevant aspects of preschool or college education and has published relevant essays and book reviews. Founding editor Sam Stringfield was particularly proud of the journal’s special issues, including, to name just a few, collections addressing pathways to postsecondary education and Reading Recovery.

The editorial teams and boards have shared the belief that effective educational practices and programs exist that make a difference in the lives of students who, for a variety of reasons—racial, economic, family, linguistic, or other—are placed at risk of academic failure. Since its founding, JESPAR has reported on the progress made toward providing all children with a high-quality education and social support.

Learn more about JESPAR

Related Articles

Use of an Early Warning Identification and Student Intervention System: A Case Study of Three Effective Promotion Coaches
Marcia H Davis
p1 – p32

Using Data and the Human Touch: Evaluating the NYC Inter-Agency Campaign to Reduce Chronic Absenteeism
Robert Balfanz, Vaughan Byrnes
Vol. 23, Issue, 2-Jan, p107 – p121

The ABCs of Keeping On Track to Graduation: Research Findings from Baltimore
Matthew Messel, Martha Abele Mac Iver
Vol. 18, Issue 1, p50 – p67

Organizing Schools to Address Early Warning Indicators (EWIs): Common Practices and Challenges
Marcia Davis, Liza Herzog, Nettie Legters
Vol. 18, Issue 1, p84 – p100

Early Warning Indicators of High School Outcomes
Martha Abele mac Iver
Vol. 18, Issue 1, p1 – p6

The Effect of Communities In Schools on High School Dropout and Graduation Rates: Results From a Multiyear, School-Level Quasi-Experimental Study
Aikaterini Passa, Allan Porowski
Vol. 16, Issue 1, p24 – p37

Transforming High-Poverty Urban Middle Schools Into Strong Learning Institutions: Lessons From the First Five Years of the Talent Development Middle School
Robert Balfanz, Douglas Mac Iver
Vol. 5, Issue 2-Jan, p137 – p158

An Extreme Degree of Difficulty: The Educational Demographics of Urban Neighborhood High Schools
Robert Balfanz, Ruth Curran Neild
Vol. 11, Issue 2, p123 – p141

Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers and Constraints
Robert Balfanz, Vaughan Byrnes
Vol. 11, Issue 2, p143 – p159

Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection
Jeffrey C Wayman
Vol. 10, Issue 3, p295 – p308

The Effectiveness of Policy Programs for Disadvantaged Pupils
Roelande H Hofman, Hilde Steenbergen
Vol. 9, Issue 3, p215 – p239

Systemic Supports for Comprehensive School Reform: The Institutionalization of Direct Instruction in an Urban School System
Martha Abele Mac Iver
Vol. 9, Issue 3, p303 – p321

Achievement Outcomes in Baltimore City Schools
Patricia A Butler
Vol. 8, Issue 1, p33 – p60

The Impact of Direct Instruction on Elementary Students’ Reading Achievement in an Urban School District
Elizabeth Kemper, Martha Abele Mac Iver
Vol. 7, Issue 2, p197 – p220

Title I: The Evolving Research Base
Geoffrey D Borman
Vol. 5, Issue 2-Jan, p27 – p45

Early Learning in CRESPAR
Sarah Adee, Mary Alice Bond, Lannette Burns Woodruff, Gary Jaeger, Nancy Karweit, Barbara A Wasik
Vol. 5, Issue 2-Jan, p93 – p107

Working Together for Reliable School Reform
Amanda Datnow, Sam Stringfield
Vol. 5, Issue 2-Jan, p183 – p204

Implementing Districtwide Reform in Schools With Title I Schoolwide Programs: The First 2 Years of Children Achieving in Philadelphia
Gail L Sunderman, Kenneth K Wong
Vol. 5, Issue 4, p355 – p381

Seeking Justice in Educational Opportunity: An Analysis of the Evidence on School Vouchers and Children Placed at Risk
Martha Abele Mac Iver
Vol. 5, Issue 4, p397 – p412

Effective Dropout Prevention and College Attendance Programs for Students Placed at Risk
Olatokunbo S Fashola, Robert E Slavin
Vol. 3, Issue 2, p159 – p183

Promising Programs for Elementary and Middle Schools: Evidence of Effectiveness and Replicability
Olatokonbo S Fashola, Robert E Slavin
Vol. 2, Issue 3, p251 – p307