University of Toronto, Canada, and IZA, Germany
IZA World of Labor role
Associate Professor of Economics, University of Toronto Scarborough, Canada
Economics of education, labor economics
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
Assistant Professor of Economics, University of Toronto Scarborough, 2007–2014
PhD Economics, University of California, Santa Barbara, 2007
"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).
A child’s age at school entry matters, and the implications of policy changes can have long-lasting effectsElizabeth Dhuey, March 2016Laws on age at school entry affect student achievement and often change for a number of reasons. Older students are more mature and ready to learn. This can have positive impacts on academic, employment, and earnings outcomes. The costs of holding children back include another year of childcare expenses or income forgone by the caregiver parent. Entering the workforce one year later also has implications for lifetime earnings and remittances to governments. School-entry policies could be a useful tool in increasing student achievement, but the short- and long-term impacts need to be better understood.MoreLess