 The impact of labor market work and educational tracking on student educational outcomes: Evidence from TaiwanFung-Mey Huang, Jen-Che Liao and Chin-Chun Yi Economics of Education Review, 2020, vol. 77, issue C Abstract: This study empirically investigates how working while enrolled in high school affects educational outcomes, while accounting for self-selected educational tracking. Using a longitudinal survey of Taiwanese youth and exploiting the inter-zip-code geographic variations in youth-preferred industries, we find a negative effect of school-year work on educational achievement, and the negative marginal impact is much stronger for academic-track than for vocational-track students. An exogenous increase in school-year hours worked of 10 hours per week lowers college entrance scores by a 0.117 (0.083) standard deviation for academic-track (vocational-track) students. The negative impact of school-year work tends to be overstated if the endogeneity arising from educational tracking is not acknowledged—with upward biases as large as 16% and 30% for academic- and vocational-track students, respectively. Among subjects, math scores suffer most from working during the school year. Keywords: Early employment; Educational achievement; Educational tracking; Endogeneity; Selection (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:77:y:2020:i:c:s0272775718307660 DOI: 10.1016/j.econedurev.2020.101955 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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