IES Blog

In a first for ERIC, the supply of education research content the program aspires to index is regularly exceeding its capacity to do so. For the past 15 years, ERIC has consistently indexed 4,000 records a month. This pace has allowed us to index all approved sources without significant delays. However, over the past two years, the volume of content published in our approved sources has doubled. This has resulted in a backlog of publishable content and, as a result, ERIC cannot index new work in a timely fashion.

As part of our periodic collection analyses, we have been investigating potential causes of this backlog. We have found that several journals are publishing far more content than when they were originally selected to be included in ERIC. For example, one journal was publishing fewer than 20 articles per year when approved, but now is publishing over 850 per year. This is close to a 5000% increase in production.

An increased volume of published work in the education sciences—as a whole—is a good thing. However, when an individual journal dramatically increases the number of articles it publishes, it is noteworthy. In those instances, ERIC wants to ensure that the journal is still adhering to the standards and criteria it met when originally included in the index, including rigorously applying the peer-review process, if applicable, and maintaining its original aim and scope. Both are important to ensuring that work contained in ERIC is of high quality and that a wide range of key topics in education can be indexed.

ERIC’s Selection Policy already requires an ongoing review of currently indexed sources, including identifying sources that may no longer meet the Policy’s standard and criteria. As part of that review, ERIC will now identify journals that have published over twice as many articles from the year it was accepted and flag them for further review. As part of that review, ERIC will assess whether the increase is temporary and associated with a unique event, like a special issue, or if the increase reflects an ongoing trend. If the review indicates the increase is persistent, the ERIC team will recommend that indexing of that journal be paused. If a pause is approved, ERIC will stop indexing subsequent issues for a two-year period. The journal will also be removed from ERIC’s Journals List, because this list only contains actively indexed journals.

After the two-year pause, ERIC will re-review the journal. If ERIC reinstates the journal, ERIC will notify the journal and will index any content published during the two-year pause. If the journal is not reinstated, ERIC will not index any issues published during the pause.

This decision has led to a few questions:

• Why can’t ERIC index everything? ERIC is funded by the U.S. Department of Education’s Institute of Education Sciences and has limited resources. It must prioritize indexing the highest quality education research, include content for all topic areas, and can only index a set number of records per month.
• What is the concern with the increased volume? Increased volume may signal that the journal has changed scope to accommodate a broader set of articles or that quality assurance processes have been affected in a rush-to-publish environment. Particularly among journals that were considered to be peer reviewed when originally accepted into ERIC, the publication of articles shortly after submission may signal a substantive change in a journal’s quality assurance process such that they no longer meet the criteria needed to receive that designation. There is also a concern that if a journal greatly produces more records than estimated, the collection will get skewed in a way which would favor one topic area over another.
• How will ERIC identify the journals to pause? As part of the source selection process, ERIC will monitor two years of current publishing and compare the number of articles published to the number published during the year the journal was selected for ERIC.
• Why is the pause for two years? The ERIC Selection Policy says that sources may be reviewed after 2 years (24 months). To be consistent with this policy, we will automatically review paused sources after this same time frame.
• How will I know if my journal is paused? ERIC will email the journal representatives to inform them of this decision in the coming weeks.
• Can my journal appeal the decision to be paused? Journals may not appeal the decision to pause indexing. However, if at the end of the pause period the journal is not automatically reinstated, journals may apply for re-review 24 months later.
• What is ERIC looking for in the automatic review at the end of the pause period? ERIC will conduct a full review of the journal and consider the two years of published content against the criteria set forth in the ERIC Selection Policy.
• Can authors submit their article published in a “paused” journal via online submission during this period? No, authors must wait for a re-review of the journal to be conducted after the two-year pause. If the journal is selected again, the articles from the paused issues will be indexed in ERIC.

In 2011 the Institute of Education Sciences (IES) adopted the IES Public Access Policy. This policy requires all IES grantees and contractors to submit their final peer-reviewed manuscripts to ERIC. ERIC then makes the work freely available to the public 12 months after publication. Operationally, this has required all grantees and some contractors to submit their work through ERIC’s Online Submission portal. To date, over 1,400 articles have been submitted as a result of this policy.

As part of an effort to minimize burden for our grantees and contractors, ERIC has negotiated agreements with the publishers of over 600 education journals to display publicly funded articles in ERIC 12 months after publication or sooner. If grantees or contractors publish their work in a participating journal, the journal will submit the full text to ERIC on behalf of the grantee. The grantee will not need to submit their work to the ERIC Online Submission portal. This is the same process currently implemented for work published by IES.

To ensure that their work is included, grantees and contractors are responsible for:

• Including their grant or contract number(s) in the acknowledgements section of the published article.
• Confirming that the journal title, publisher, and year matches ERIC’s list of participating journals.
• Informing their publishers that they are subject to the IES Publication Policy when their manuscript is submitted.

This policy takes effect starting for work published after January 1, 2020. Grantees who published work prior to 2020 will still need to submit their work through ERIC’s Online Submission portal. Similarly, grantees publishing in journals not participating in this program will need to submit their work through the Online Submission portal. If an article was accepted by a journal that was participating in this program, but then the journal moved to a publisher that is not participating, the grantee will have to submit the article to ERIC using the ERIC Online Submission portal

ERIC is working to expand the list of journals who agree to display the full text of grantee articles. ERIC will update the list of participating journals multiple times a year, as new publishers sign agreements to participate in this program or journals move to a non-participating publisher. Publishers interested in participating should email ERICRequests@ed.gov for more information.

by Erin Pollard, ERIC Project Officer

IES funds approximately $237 million of research a year in order to provide practitioners and policymakers with the information they need to improve education. But what good is that research if it sits behind a paywall and the people who need it the most can’t access it? That is the thought behind IES’s Public Access Policy. It requires all of our grantees and contractors to make the full text of any peer reviewed work that we funded freely available through ERIC within a year of publication.

Before the policy was adopted in 2011, the majority of the work funded by the National Center for Education Research and National Center for Special Education Research appeared in peer reviewed journals. These journals are largely subscription based; meaning only those who had access to a library with a subscription could access the articles. Given that journal subscriptions are frequently over $1,000 per journal per year and annual subscriptions for academic databases start at close to $10,000 per year, many smaller schools and districts simply cannot afford to purchase access to high quality research. Their teachers and administrators must rely on freely available resources.

IES wanted to change the model. We believe that because IES-supported research is publicly funded, the results should be publicly available. We have worked with publishers, editors, and grantees to find a way to make our policy mutually beneficial.

We are not alone in this effort. IES is part of a larger federal initiative to make most research findings publicly available. Federal agencies are coordinating to adopt similar policies all across the government to increase the availability of good science and to improve evidence-based decision making.

Since we adopted the policy 5 years ago we have been able to make more than 600 publications freely available in ERIC and will be able to release 250 more in the next year. This is just the beginning. We expect more and more work to become available each year. Because ERIC powers other search engines and academic databases with its metadata, we are disseminating these full text articles widely, wherever users are looking for their research. By giving teachers, administrators and policymakers access to high quality research, we are able to get our work into the hands of the people who can use it to build a brighter future for our Nation’s students.

By Erin Pollard, ERIC Program Officer

The Education Resources Information Center (ERIC) provides the public with free, online access to a scholarly database of education research. We are frequently asked why the government sponsors such a tool when people can use Google or a subscription-based scholarly database.  

Commercial search engines and scholarly databases are important, but would not function as efficiently without ERIC’s metadata to power their search engines. Because of the costs associated with indexing, commercial and scholarly search engines would likely prioritize the work from major publishers, and may not index the work from small publishers on a regular basis.

But ERIC has built national and global relationships with key publishers, research centers, government entities, universities, education associations, and other organizations to disseminate their materials. We are currently under agreement with 1,020 different publishers, many of whom are small and only publish a single journal or report series.

For more than 50 years, ERIC has been acquiring grey literature (e.g., reports from the Institute of Education Sciences (IES) and other government reports, white papers, and conference papers) and making it centrally available and free-of-charge to the public. Therefore, an ERIC user is just as likely to find a relevant conference paper from a smaller publisher as they are to find a journal article from a major publisher. (See infographic (PDF) above to learn more about who uses ERIC)

ERIC also ensures that all records indexed meet a set of quality guidelines before indexing, and provides tools, such as a peer-review flag, that can help users evaluate the quality of the material. Underlying all of ERIC’s records are a set of metadata that helps guide users to the resources they are seeking. The metadata also includes descriptors from ERIC’s Thesaurus, a widely recognized, controlled vocabulary of subject-specific tags in the education field. Descriptors are added to each record and used by search engines to pinpoint results.

Lastly, and most importantly, ERIC provides access to more than 380,000 full-text resources, including journal articles and grey literature and makes these articles available for perpetuity. ERIC has been around for more than 50 years and has collected materials in hard copy, microfiche, and PDF. These materials are publicly available even after organizations or journals cease operations or redesign their website in a way that makes materials no longer available. In any given month, over 25% of ERIC’s new records are peer reviewed and provide free full text. Additionally, about 4% of journals provide peer-reviewed full text after an embargo. This includes work from IES grantees that normally appears in journals behind a paywall, but ERIC can make available through the IES Public Access Policy.

ERIC’s comprehensive collection, metadata, and access to full text articles make it an important resource for researchers, students, educators, policy makers and the general public. 

Want to learn more about ERIC? Watch this short video introduction or check out our multimedia page for access to other videos, infographics, and webinars.  

ERIC has made recent improvements to help searchers find the education research they are looking for. One major enhancement relates to the ERIC identifiers, which have been improved to increase their usefulness as search tools. It is now easier than ever to refine searches to obtain specific resources in ERIC.

The identifier filters can be found on the search results page in three separate categories: (1) laws, policies, and programs, (2) assessments and surveys, and (3) location. After running a search on an education topic, users can scroll to the category on the left of the results page, select the desired identifier limiter within a category, and limit the results to only those materials tagged with that identifier.

We recently released a video that describes the enhanced identifiers, and walks through how to best use them to find materials in the ERIC collection. (We've embedded the video below.) 

Using the improved identifiers, searchers are now able to find materials related to specific locations, laws, or assessments no matter how the author referred to them in the article.

In other words, identifiers can now be used as an effective controlled vocabulary for ERIC, but this has not always been the case. While they have been part of ERIC since 1966, identifiers were not rigorously standardized, and they were often created "on the fly" by indexers. Also, the previous identifiers field had a character limit, meaning that some terms needed to be truncated to fit into the space allowed by the available technology. Therefore, over time, the identifiers proliferated with different spellings, abbreviations, and other variations, making them less useful as search aids.

To solve these issues, we launched a project in 2016 to review the lists of identifiers, and devise an approach for making them more user-friendly. Our solution was to streamline and standardize them, which eliminated redundancy and reduced their number from more than 7,800 to a more manageable 1,200. We also added the updated identifiers to the website’s search limiters to make them easier to use.

In addition to our new video, which demonstrates the best ways to use identifiers in your search, we also have a new infographic (pictured above) that depicts what identifiers are. You can use these companion pieces to learn more about identifiers, and begin putting them to work in your research.