Dhuey, E., Pan, A., & Seward, B. (forthcoming). The Big Short: Early Childhood Education Expansion in Post-Pandemic Canada. Canadian Public Policy.
Kolbe, T., Dhuey, E., & Doutre, S. M. (forthcoming). Unequal & increasingly unfair: How federal policy creates disparities in special education funding. Exceptional Children.
Saleem, S., Dhuey, E., White, L., Waese, J., & Perlman, M. (2023). Examining evidence on skills needed in the 21st century using citation analysis: Analyzing referencing patterns in grey literature produced by influential global management consulting firms and international organizations. PLoS One, 18(2), e0247507.
White, L. A., Saleem, S., Dhuey, E., & Perlman, M. (2022). A critical analysis of international organizations and global management consulting firms’ global consensus around 21st century skills. Review of International Political Economy, 29(2), 219-246.
Kolbe, T., Dhuey, E., & Doutre, S. M. (2022). More money is not enough: (Re)considering policy proposals to increase federal funding for special education. American Journal of Education, 129(1), 1-32.
Furzer, J., Dhuey, E., & Laporte, A. (2022). ADHD misidentification in school: Causes and mitigators. Health Economics, 31(9), 1926-1953.
Dhuey, E., Lamontagne, J., & Zhang, T. (2021). The impact of full-day kindergarten on maternal labour supply in Ontario. Education Finance and Policy, 16(4), 533-557.
Tang, L., Li, S., Auden, E., & Dhuey, E. (2020). Who benefits from regular class participation? Journal of Economic Education, 51(3-4), 243-256.
Dhuey, E., Eid, J., & Neil, C. (2020). Parental employment effects of switching from half day to full day kindergarten: Evidence from Ontario’s French schools. Canadian Public Policy, 46(4), 460-482.
Jansen, A. J., White, L., Dhuey, E., Foster, D., & Perlman, M. (2019). Training and skills development policy options for the changing world of work. Canadian Public Policy, 45(S1), S68-S85.
Dhuey, E., Figlio, D., Karbownik, K., & Roth, J. (2019). School starting age and cognitive development. Journal of Policy Analysis and Management, 38(3), 538-578.
Dhuey, E., & Smith, J. (2018). How school principals influence student learning. Empirical Economics, 54(2), 851-882.
Dhuey, E., & Smith, J. (2014). How effective are school principals in the production of school achievement? Canadian Journal of Economics, 47(2), 634-663.
Dhuey, E. (2013). Middle school or junior high? How grade level configurations affect academic achievement. Canadian Journal of Economics, 46(2), 469-496.
Dhuey, E., & Lipscomb, S. (2013). Funding special education by total district enrollment: advantages, disadvantages, and policy considerations. Education Finance and Policy, 8(3), 316-331.
Bedard, K., & Dhuey, E. (2012). School entry policies and skill accumulation across directly and indirectly affected individuals. The Journal of Human Resources, 47(3), 643-683.
Dhuey, E., & Lipscomb, S. (2011). Funding special education by capitation: evidence from state finance reforms. Education Finance and Policy, 6(2), 168–201.
Dhuey, E. (2011). Who benefits from kindergarten? Evidence from the introduction of state subsidization. Educational Evaluation and Policy Analysis, 33(1), 3-22.
Dhuey, E., & Lipscomb, S. (2010). Disabled or young? Relative age and special education diagnoses in schools. Economics of Education Review, 29(5), 857-872.
Dhuey, E., & Lipscomb, S. (2008). What makes a leader? Relative age and high school leadership. Economics of Education Review, 27(2), 173-183.
Bedard, K., & Dhuey, E. (2006). The persistence of early childhood maturity: international evidence of long-run age effects. The Quarterly Journal of Economics, 121(4), 1437-1472.