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Elizabeth Dhuey

University of Toronto, Canada, and IZA, Germany

I hope that this project will help policymakers and the public easily learn about state-of-the-art research on topics related to labor policy

IZA World of Labor role

Author

Current position

Associate Professor of Economics, University of Toronto Scarborough, Canada

Research interest

Economics of education, labor economics

Website

https://discover.research.utoronto.ca/17422-elizabeth-ann-dhuey

Positions/functions as a policy advisor

Consultant to the Northwest Territories, Canada and New Brunswick, Canada on economic impacts of child care; Member of Maternal-Child Screening Committee of the Provincial Council for Maternal and Child Health; Vice President of Canadian Women’s Economist Network

Past positions

Assistant Professor of Economics, University of Toronto Scarborough, 2007–2014

Qualifications

PhD Economics, University of California, Santa Barbara, 2007

Selected publications

  • "The persistence of early childhood maturity: International evidence of long-run age effects." The Quarterly Journal of Economics 121:4 (2006): 1437–1472 (with K. Bedard).

  • “What makes a leader? Relative age and high school leadership.” Economics of Education Review 27:2 (2008): 173–183 (with S. Lipscomb).

  • “School entry policies and skill accumulation across directly and indirectly affected individuals.” The Journal of Human Resources 47:3 (2012): 643–683 (with K. Bedard).

  • “Disabled or young? Relative age and special education diagnoses in schools.” Economics of Education Review 29:5 (2010): 857–872 (with S. Lipscomb).

  • “Funding special education by total district enrollment: Advantages, disadvantages, and policy considerations.” Education Finance and Policy 8:3 (2013): 316–331 (with S. Lipscomb).

article(s)

  • Is there an optimal school starting age? Updated

    It depends: older children perform better on standardized tests, but evidence of older school starting ages on long-term outcomes is mixed

    Elizabeth DhueyKourtney Koebel, April 2022
    There is a widely held belief that older students, by virtue of being more mature and readier to learn at school entry, may have better academic, employment, and earnings outcomes compared to their younger counterparts. There are understated, albeit important, costs to starting school later, however. Compulsory school-attendance laws may allow these same older pupils to drop out of high school earlier, which could adversely impact their employment; entering the workforce later also has implications for lifetime earnings and remittances to governments. Overall, research suggests that school-age entry policies can improve student achievement in the short term, but the long-term impacts are currently not well-understood.
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