Does Employment During High School Impair Academic Progress?

D’Amico, Ronald

doi:10.2307/2112599

Cited by 200 publications

(142 citation statements)

References 8 publications

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“…Hypothesis one, that race will have a significant impact on early termination, is posited because previous studies have found race to be a significant predictor in obtaining work D'Amico, 1984;Entwisle, et al, 2000;Fabian, 2007;Gardecki, 2001;Ihlanfeldt, 1992;O'Regan & Quigley, 1996). While existing research is specific to obtaining work, this factor may also contribute to early termination and should be studied.…”

Section: Hypothesesmentioning

confidence: 99%

Factors Related to Early Termination From Work for Youth With Disabilities

Pebdani

2014

The Australian Journal of Rehabilitation Counselling

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This study of young adults with disabilities in transition explored what factors contributed to young adults with disabilities terminating early from a transition program. Data from 6,227 young adults with disabilities aged 17–22 living in one of eight major metropolitan areas in the United States were utilised (58.7% of the sample were male, 63.1% were African-American, and 71.4% had a learning disability). All participants were enrolled in a school-to-work transition programme in which service providers place students into paid internships. Service providers at the eight sites collected data while working with participants, and then collected follow-up data at three and twelve months post-programme completion or termination. Hierarchical Linear Modelling was used to explore how personal factors impacted early termination, while controlling for variation at the site level. Results showed the three main reasons for early termination from work to be: programme initiated termination, interpersonal conflicts with coworkers or supervisors and transportation issues. Additionally, the multilevel model that controlled for variance at the site level demonstrated that Asian-American young adults with disabilities were less likely to terminate early from work. These results can help individuals who work with young adults with disabilities, provide supplemental services to students who may need additional assistance to succeed in a transition programme.

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Section: Hypothesesmentioning

confidence: 99%

Factors Related to Early Termination From Work for Youth With Disabilities

Pebdani

2014

The Australian Journal of Rehabilitation Counselling

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“…What factors lead some students to invest in work more heavily than others? Early studies failed to inform these questions, focusing instead on the consequences of working-typically finding that high-intensity employment (i.e., working more than 20 hours per week) was associated with poorer academic, developmental, and behavioral outcomes (D' Amico, 1984;Greenberger and Steinberg, 1986;Marsh, 1991). However, whether these outcomes really were consequences of work was unclear.…”

Section: Enrollment-employment Linkages In the Early Life Coursementioning

confidence: 99%

Student Employment During the Transition to College in the United States

Bozick¹

2008

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In this paper, I use a nationally representative sample of American high school seniors in 1992 to examine change and stability in the employment patterns of youth as they make the transition from high school to college. Students with weak attachments to the labor force in high school tend to remain unemployed during the first year of college. Conversely, students who work in moderation while in high school have the highest odds of enrolling in college and working while doing so. Compared with their nonworking peers, student workers enter college with lower grades and test scores but are equally engaged in school. Socioeconomic factors have little bearing on high school employment, but they are strongly related to postsecondary employment: students who work during the first year of college have fewer socioeconomic resources than nonworking students. The findings highlight the intersection of school and work in young adulthood and its importance when studying the transition from high school to college among contemporary American youth.

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“…Mortimer et al (1996) found that high school seniors who worked less than 20 hours per week have higher grades compared to nonworking students. D'Amico (1984) concluded that school-year employment didn't affect high school rank. Warren et al (2000) found that working during high school didn't affect curriculum choices or grades.…”

Section: Introductionmentioning

confidence: 99%

“…Warren et al (2000) found that working during high school didn't affect curriculum choices or grades. D'Amico (1984) and Tienda and Ahituv (1996) reported that school work lowered the probability of dropping out.…”

Section: Introductionmentioning

confidence: 99%

High school employment, school performance, and college entry

Lee

Orazem

2010

Economics of Education Review

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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. Variation 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. ________________________

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Does Employment During High School Impair Academic Progress?

Cited by 200 publications

References 8 publications

Factors Related to Early Termination From Work for Youth With Disabilities

Factors Related to Early Termination From Work for Youth With Disabilities

Student Employment During the Transition to College in the United States

High school employment, school performance, and college entry

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