Title

High school employment, school performance, and college entry

Campus Units

Economics

Document Type

Article

Publication Version

Submitted Manuscript

Publication Date

2-2010

Journal or Book Title

Economics of Education Review

Volume

29

Issue

1

First Page or Article ID Number

29

Last Page

39

DOI

10.1016/j.econedurev.2009.03.004

Abstract

The proportion of U.S. high school students working during the school year ranges from 23% in the freshman year to 75% in the senior year. This study estimates how cumulative work histories during the high school years affect probability of dropout, high school academic performance, and the probability of attending college. Variations in individual date of birth and in state truancy laws along with the strength of local demand for low-skill labor are used as instruments for endogenous work hours during the high school career. Working more hours during the academic year does not affect high school academic performance. However, increased high school work intensity raises the likelihood of completing high school but lowers the probability of going to college. These results are similar for boys and girls, and so working during high school does not explain the widening gap in college entry between men and women.

JEL Classification

J22, I21, J24

Comments

This is a working paper of an article from Economics of Education Review 29 (2010): 29, doi: 10.1016/j.econedurev.2009.03.004.