The High School Journal invites submissions that are of interest to researchers, practitioners, and policymakers invested in the work of high schools. The editorial team will consider a wide range of manuscript forms, but we particularly encourage two types of submissions: (1) scholarly research and (2) practitioner commentary. We welcome and encourage submissions from a wide range of methodological, disciplinary, and professional perspectives. We value manuscripts that highlight implications for research, policy, and practice and emphasize issues of equity and justice.
Scholarly research manuscripts should present evidence-based work that substantially focus on issues related to the high school, including the experiences and outcomes of students, teachers, administrators, and other meaningful parties. Such scholarship could range from an investigation of how a junior-high curriculum affects high school outcomes to how high school principals can encourage college enrollment.
Practitioner commentaries should highlight issues, challenges, and insights about the current state of the high school and originate from teachers or administrators who work in a high school environment. Examples of this work include demonstrations of innovative practices, responses to scholarly research, and the description of developing trends.
Full submission instructions can be found here.
The High School Journal is published in hard copy and is available electronically through the Project MUSE, JSTOR, and ProQuest Central databases.