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Is Working in College Worth It? How Hours on the Job Affect Postsecondary Outcomes

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Title: Is Working in College Worth It? How Hours on the Job Affect Postsecondary Outcomes
Language: English
Authors: Avery M. D. Davis (ORCID 0000-0003-2511-1586)
Source: Educational Evaluation and Policy Analysis. 2025 47(2):329-354.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Employment, Working Hours, Grades (Scholastic), College Credits, Academic Persistence, Stopouts, Dropouts, Undergraduate Students, Academic Achievement, Low Income Students, Student Loan Programs, Federal Aid, Grants, First Generation College Students
Laws, Policies and Program Identifiers: Pell Grant Program
Assessment and Survey Identifiers: High School Longitudinal Study of 2009 (NCES)
DOI: 10.3102/01623737231210243
ISSN: 0162-3737
1935-1062
Abstract: Many students work during college to offset rising costs, but significant time on the job affects postsecondary outcomes. Analyzing the High School Longitudinal Study (N = 4,418), this article estimates the effects of hours worked on grades, credits earned, persistence, stopping out (i.e., unenrolling for 5 months before reenrolling), and dropping out. The polynomial regression analysis shows that after adjusting for background characteristics, prior academic achievement, institution types, and family obligations, "traditional" undergraduate students begin seeing deleterious effects at 20 hours, which becomes even more severe for those working 28+ hours (and the worst for Pell Grant recipients working long hours). While some work was good for students, on average, financial and family circumstances help explain the curvilinear relationships.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471329
Database: ERIC
FullText Text:
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Many students work during college to offset rising costs, but significant time on the job affects postsecondary outcomes. Analyzing the High School Longitudinal Study (N = 4,418), this article estimates the effects of hours worked on grades, credits earned, persistence, stopping out (i.e., unenrolling for 5 months before reenrolling), and dropping out. The polynomial regression analysis shows that after adjusting for background characteristics, prior academic achievement, institution types, and family obligations, "traditional" undergraduate students begin seeing deleterious effects at 20 hours, which becomes even more severe for those working 28+ hours (and the worst for Pell Grant recipients working long hours). While some work was good for students, on average, financial and family circumstances help explain the curvilinear relationships.
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  Data: 2025
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  Data: EJ1471329
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      – Text: English
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      – SubjectFull: Student Employment
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      – SubjectFull: Grades (Scholastic)
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      – SubjectFull: Dropouts
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Low Income Students
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      – SubjectFull: Student Loan Programs
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