 Working (and studying) day and night: Heterogeneous effects of working on the academic performance of full-time and part-time studentsEconomics of Education Review, 2014, vol. 38, issue C, 38-50 Abstract: A growing number of students are working while in college and to a greater extent. Using nationally representative data from the 1997 National Longitudinal Survey of Youth, I analyze the effect of working on grades and credit completion for undergraduate students in the United States. Strategies to identify the causal relationship between working and academic performance include student-level fixed effects to control for permanent, unobserved characteristics that may affect both work and study intensity, and system GMM models to account for potentially endogenous relationships between working and academic performance that vary over time. I examine the consequences of working for heterogeneous subgroups, with a particular focus on differences between full-time and part-time students. I find no evidence that students’ grades are harmed by marginal work hours, but that full-time students complete fewer credits per term when increasing work. Keywords: Higher education; Hours of work; Part-time students; Educational finance (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:38:y:2014:i:c:p:38-50 DOI: 10.1016/j.econedurev.2013.10.004 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
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