Journal of Educational and Behavioral Statistics (JEBS)

The Journal of Educational and Behavioral Statistics (JEBS) is an internationally respected, bimonthly peer-reviewed journal that has served the quantitative research community since 1976, originally under the name Journal of Educational Statistics before adopting its current title in 1994. It is published by SAGE Publications on behalf of the American Educational Research Association (AERA) and the American Statistical Association (ASA), reflecting a long-standing collaboration between education researchers and statisticians. JEBS provides a premier outlet for cutting-edge research that develops and applies advanced statistical methodologies tailored to education and behavioral science problems, including complex data structures, measurement challenges, causal inference, adaptive testing, and hierarchical data. Contributions range from innovative theoretical developments to practical applications that demonstrate the utility of novel statistical tools for real-world research questions. Alongside original methodological research, the journal publishes critical tutorials, evaluations of existing methods, and thoughtful reviews that help build capacity for rigorous quantitative work across disciplines. Its readership comprises quantitative researchers, applied statisticians, psychometricians, and social scientists who seek methodological solutions that advance the quality and impact of empirical research in education and behavioral science. Because methodological innovation drives scientific insight, JEBS plays a central role in shaping the ways researchers conceptualize, analyze, and interpret data in these fields.

Journal of Educational and Behavioral Statistics (JEBS) is :-

• International, Peer-Reviewed, Open Access, Refereed, Education, Social Sciences (miscellaneous), such as latent variable modeling, item response theory, causal inference, multilevel modeling, advanced regression techniques, sychometricians, quantitative methodologists, and substantive researchers interested in advancing the rigor and application of statistical analysis in empirical research within education, psychology , Online or Print , Bi-Monthly Journal

• UGC Approved, ISSN Approved: P-ISSN P-ISSN: 1076-9986, E-ISSN: 1935-1054, Established: 1976, Impact Factor: 1.7
• Does Not Provide Crossref DOI

• Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE