High School Students in the Labor Force: Some Costs and Benefits to Schooling and Learning

Steinberg, Laurence; Greenberger, Ellen; Garduque, Laurie; McAuliffe, Sharon

doi:10.3102/01623737004003363

Cited by 68 publications

(17 citation statements)

References 3 publications

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“…With regard to the causal placement of the out-of-school behavior variables in our model (between values and school outcomes), a number of researchers have suggested that values as measured by students' achievement motivation, the importance students place on education, parental interest, and proeducational family inputs are potentially important determinants of student behaviors such as good study habits and time spent watching television (Benson et al, 1980;Entwistle & Brennan, 1971). Research has also shown that out-of-school behaviors involving homework (Coleman et al, 1982a;Rock, Goertz, Ekstrom, Pollack, & Hilton, 1984;Walberg, 1984), television (Milne, Myers, Ellman, & Ginsburg, 1985), and employment (D'Amico, 1984;Greenberger, 1983;Steinberg, Greenberger, Garduque, & McAuliffe, 1982) affect school outcomes.…”

Section: Family Background and Individual Characteristicsmentioning

confidence: 93%

Gaining Ground: Values and High School Success

Hanson

Ginsburg

1988

American Educational Research Journal

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In this paper, we use the nationally representative "High School and Beyond" (National Center for Education Statistics [NCES], 1983) data to examine the relationship between a wide range of values that stress the notion of responsibility and high school students' achievement test scores, grades, discipline problems, and dropout status. We also examine the extent to which students' behaviors outside of school (e.g., watching television, doing homework, reading, and working for pay) mediate the relationship between values and high school outcomes. Two structural equation models-one using attainment levels as outcomes and one using change scores as outcomes-are analyzed. Results from both models show that when students, their parents, and their peers believe in values and accompanying behaviors that stress responsibility, students have a better chance of achieving success in high school. Values are found to have both direct effects on school outcomes and indirect effects through out-of-school behaviors. The effect of values as a whole is consistently larger than the effect of socioeconomic status (SES) when predicting both level of student performance and changes in student performance.Recently, a number of educators and researchers have suggested that the attitudes and values of students, their parents, and their peers play an extremely important role in the educational achievement process and may be a key part of the solution to America's education dilemmas. In Walberg's (1984) analysis of factors that influence high school learning, he found that parental concern and encouragement were twice as predictive of academic learning as was family socioeconomic status.

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Section: Family Background and Individual Characteristicsmentioning

confidence: 93%

Gaining Ground: Values and High School Success

Hanson

Ginsburg

1988

American Educational Research Journal

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“…The little available evidence tends to support this line of reasoning. Steinberg, Greenberger, Garduque, and McAuliffe (1982) found that first-time high school workers spent less time on homework than nonworkers, while skipping school more often, and receiving lower grades. D'Amico (1984) also found that extensive work involvement resulted in lessened study time and free time at school.…”

Section: The Potential Negative Effects Of Raising Standardsmentioning

confidence: 95%

Raising Standards and Retaining Students: The Impact of the Reform Recommendations on Potential Dropouts

McDill

Natriello

Pallas

1985

Review of Educational Research

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This paper examines the potential influence of school reform policies on the high school dropout rate. We summarize a diverse set of reports on American education that recommend increasing academic standards in schools as a means for improving secondary school performance. We also describe our understanding of the processes by which youngsters drop out of school. In light of these diverse literatures, we show that raising standards may have both positive and negative consequences for potential dropouts. On the positive side, raising standards may encourage greater student effort and time on schoolwork, and thus lead to higher levels of achievement. On the negative side, raising standards may increase academic stratification in schools and cause more school failure, with no apparent remedies. We propose an agenda for further research designed to clarify the impact of the higher standards.

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“…Some research places the threshold at about 14 hours per week and associates longer hours with negative personal and academic outcomes (Steinberg, Greenberger, Garduque, & McAuliffe, 1982) cited in (Schoenhals et al, 1998). Advantages generally outweigh disadvantages for students who are employed for relatively few hours during any week.…”

Section: International Literature About Young Employees In Developed mentioning

confidence: 99%

“…There is a general threshold of hours worked below which students gain positive educational and personal outcomes. Some research places the threshold at about 14 hours per week and associates longer hours with negative personal and academic outcomes (Steinberg, Greenberger, Garduque, & McAuliffe, 1982) cited in (Schoenhals et al, 1998). John Warren placed the threshold at 10 hours a week (Warren, 2002: 368-369).…”

Section: International Literature About Young Employees In Developed mentioning

confidence: 99%