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Working during School and Academic Performance

Ralph Stinebrickner and Todd R. Stinebrickner
Journal of Labor Economics
Vol. 21, No. 2 (April 2003), pp. 473-491
DOI: 10.1086/345565
Stable URL: http://www.jstor.org/stable/10.1086/345565
Page Count: 19
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Working during School and Academic Performance
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Abstract

Unique new data from a college with a mandatory work‐study program are used to examine the relationship between working during school and academic performance. Particular attention is paid to the importance of biases that are potentially present because the number of hours that are worked is endogenously chosen by the individual. The results suggest that, even if results appear reasonable, a researcher should be cautious when drawing policy conclusions about the relationship between hours worked and a particular outcome of interest unless he or she is confident that potential problems associated with the endogeneity of hours have been adequately addressed.

Notes and References

This item contains 20 references.

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