In 1910 the faculty of the University of North Carolina’s School of Education founded a journal aimed at sharing the latest information and research about the country’s newest, fastest growing public school institution: the high school. The journal, initially called the North Carolina High School Bulletin, focused on aspects of secondary education in the state of North Carolina.
The editors soon found that the issues addressed in the journal were not unique to North Carolina high schools but rather particular to the high school institution itself. As a result, in 1918 the Bulletin expanded its focus dropping the “North Carolina” and becoming simply The High School Journal. The journal has been in regular publication ever since.
In its over century-long history, the High School Journal has maintained a commitment to being a venue for rigorous multi-disciplinary research that asks and answers questions of fundamental concern to high schools. It maintains a commitment to cultivating a diverse readership and intellectual community of researchers, practitioners, and policymakers invested in the work of high schools.
Proudly, the recent history of the journal has centered its place in the UNC School of Education as a valuable training ground for doctoral students, providing young scholars an opportunity for authentic participation in the process, production, and publication of scholarly knowledge. Under the supervision and guidance of the faculty co-editors, the Journal provides the school’s doctoral students structured opportunities to do everything from review manuscripts to recommend decisions based on peer reviews.