Ruijs, N.M., & Oosterbeek, H. (Forthcoming). School choice in Amsterdam: Which schools are chosen when school choice is free? Education Finance and Policy. https://doi.org/10.1162/EDFP_a_00237.
Savi, A.O., Ruijs, N.M., Maris, G.K.J. & van der Maas, H.L.J. (2018). Delaying access to a problem-skipping option increases effortful practice: Application of an A/B test in large-scale online learning. Computers & Education. 119, 84-94. https://doi.org/10.1016/j.compedu.2017.12.008.
Ruijs, N.M. (2017). The effects of Montessori education: Evidence from admission lotteries. Economics of Education Review. 61, 19-34. https://doi.org/10.1016/j.econedurev.2017.09.001.
Ruijs, N.M. (2017). The impact of special needs students on classmate performance. Economics of Education Review, 58, 15-31. http://dx.doi.org/10.1016/j.econedurev.2017.03.002.
Ruijs, N.M. (2015). Empirical Studies in the Economics of Education. PhD Dissertation. Amsterdam: TIER-UvA. Supervisors: prof. dr. H. Maassen van den Brink & prof. dr. H. Oosterbeek.
Ladd, H.F., Fiske, E.B. & Ruijs, N.M. (2011). Does Parental Choice Foster Segregated Schools? Insights from the Netherlands. In Berends, M., Cannata, M. & Goldring, E.B. (eds), School Choice and School Improvement (pp. 233-253). Cambridge: Harvard Education Press.
Ruijs, N.M., Peetsma, T.T.D. & Van der Veen, I. (2010). The Presence of Several Students with Special Educational Needs in Inclusive Education and the Functioning of Students with Special Educational Needs. Educational Review, 62, 1-37.
Ruijs, N.M., Van der Veen, I. & Peetsma, T.T.D. (2010). Inclusive Education and Students without Special Educational Needs. Educational Research. 52, 351-390.
Ladd, H.F., Fiske, E.B. & Ruijs, N.M. (2010). Migrant Education in the Netherlands: Segregation and the Role of Weighted Student Funding. Paper presented at the conference: ‘Migration, A World in Motion’. The Netherlands, 18-20 February, 2010.
Ruijs, N.M. & Peetsma, T.T.D. (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4, 67-79.