Updated February 11, 2021
Bedard, K. & Dhuey, E. (2006). The persistence of early childhood maturity: International evidence of long-run age effects. Quarterly Journal of Economics. MIT Press Journals. DOI: 10.1093/qje/121.4.1437
Bedard, K. & Dhuey, E. (2012). School-entry policies and skill accumulation across directly and indirectly affected individuals. Journal of Human Resources. University of Wisconsin Press. DOI: 10.3368/jhr.47.3.643
Dhuey, E. (2007). Essays on the economics of education. University of California.
Dhuey, E. (2011). Who Benefits from Kindergarten? Evidence from the Introduction of State Subsidization. Educational Evaluation and Policy Analysis. American Educational Research Association.
Dhuey, E. (2013). Middle school or junior high? How grade-level configurations affect academic achievement. Canadian Journal of Economics. Canadian Economics Association. DOI: 10.1111/caje.12020
Dhuey, E. (2013). The Long - Run Effects of Early Childhood Maturity on Fertility and Marital Outcomes. Canadian Economic Association Meetings. Unknown.
Dhuey, E. Do School Entry Laws Affect Long Run Outcomes? The Association for Education Finance and Policy 38th Annual Conference. Unknown.
Dhuey, E. The Effect of Fiscal Incentives on Special Education Identification Rates and Educational Placements. Society of Labor Economists Annual Meeting. Unknown.
Dhuey, E., Eid, J., & Neill, C. (2020). Parental Employment Effects of Switching from Half-Day to Full-Day Kindergarten: Evidence from Ontario’s French Schools. Canadian Public Policy 46(1), 145-174.
Dhuey, E., Figlio, D. , Karbownik, K. and Roth, J. (2019), School Starting Age and Cognitive Development. J. Pol. Anal. Manage. DOI: 10.1002/pam.22135
Dhuey, Elizabeth, Jessie Lamontagne, and Tingting Zhang (2020). Full-Day Kindergarten: Effects on Maternal Labour Supply Education Finance and Policy 0 0:ja, 1-59 DOI:10.1162/edfp_a_00321
Dhuey, E., & Lipscomb S,. (2008). What makes a leader? Relative age and high school leadership. Economics of Education Review. DOI: 10.1016/j.econedurev.2006.08.005.
Dhuey, E., & Lipscomb S,. (2010). Disabled or young? Relative age and special education diagnoses in schools. Economics of Education Review. Elsevier. DOI: 10.1016/j.econedurev.2010.03.006.
Dhuey, E. & Lipscomb S. (2011). Funding Special Education by Capitation: Evidence from State Finance Reforms. Education Finance and Policy. MIT Press. DOI: 10.1162/EDFP_a_00031
Dhuey, E., & Lipscomb S,. (2013). Funding Special Education by Total District Enrollment: Advantages, Disadvantages, and Policy Considerations. Education Finance and Policy. DOI: 10.1162/EDFP_a_00031
Dhuey, E. & Smith, J. (2018) How School Principals Influence Student Learning. Empirical Economics. DOI: 10.1007/s00181-017-1259-9
Dhuey, E. & Smith, J. What Makes Principals Effective in Raising Student Achievement. Association for Public Policy and Management Fall Research Conference. Unknown.
Dhuey, E. & Smith, J. (2014). How important are school principals in the production of student achievement? Canadian Journal of Economics Revue canadienne d économique. Wiley Subscription Services Inc. DOI: 10.1111/caje.12086
Tang, Lei, Shanshan Li, Emma Auden & Elizabeth Dhuey (2020) Who benefits from regular class participation?, The Journal of Economic Education, 51:3-4, 243-256, DOI: 10.1080/00220485.2020.1804502
Kolbe T., Dhuey, E., Doutre., S.M. (2023). Unequal and Increasingly Unfair: How Federal Policy Creates Disparities in Special Education Funding. Exceptional Children, DOI: 10.1177/0014402922114878