Purpose: This study aims to establish the use of active scholar assessment (ASA) in the field of education leadership as a new methodology in ranking administration and leadership journals. The secondary purpose of this study is to respond to the paucity of research on journal ranking in educational administration and leadership. Design/methodology/approach: This empirical study uses on-line survey research methods with analysis of variance (ANOVA) statistical analysis. Findings: The main findings of this study are: ASA minimizes noted limitations in peer assessment studies; publishing rates and years of service do not significantly influence quality assessment bias; ASA provides a comprehensive and fair assessment of journals; and ASA responds to established criteria as a new, independent system for journal ranking. This study also provides current rankings of educational administration and leadership journals. Research limitations/implications: This study points to the importance of continued research using ASA in journal assessment in education and other social sciences. Originality/value: This study provides a new methodology in assessing journal quality, awareness, and importance to the field for journals in educational administration and leadership. (Contains 3 tables.)