Employment During High School: Consequences for Students' Grades in Academic Courses

By John Robert Warren, Paul C. LePore, R. Mare. 2000

155 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3466f8010020fd64d38f8a26d82b7676f33653a0

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Citations in the corpus

When Work Matters: The Varying Impact of Work Intensity on High School Dropout (2007, background): “…found that these preexisting differences account for the observed association between work hours and academic performance (Schoenhals et al. 1998; Warren et al. 2000), our results suggest that there is an effect of working more than 20 hours per week on the probability of dropping out of school.”
Using State Child Labor Laws to Identify the Effect of School‐Year Work on High School Achievement (2003, methodology): “Past work has generally made assumptions that allowed the school-year work variable to be entered linearly into the model, sometimes along with its square (Marsh 1991; McNeal 1997; Warren et al. 2000).”
The Effect of Teenage Employment on Delinquency and Problem Behaviors (2003, background): “We believe, along with others, that prior attempts to consider preemployment differences between working and nonworking youth have not adequately responded to the selection problem (Donahoe & Tienda 1999; Schoenhals et al. 1998; Warren et al. 2000).”
DOES STUDENT WORK REALLY AFFECT EDUCATIONAL OUTCOMES? A REVIEW OF THE LITERATURE (2018, unknown): “Several studies examined such data for students in secondary education (Kalenkoski & Pabilonia, 2009; 2012; Warren et al., 2000; Weller et al., 2003) and”
Does working during higher education affect students’ academic progression? (2014, background): “However, these differences may be related not to the negative effect of employment per se, but to observed or unobserved pre-existing differences between the two groups of students, such as social background, ability and motivation (Warren et al. 2000; Warren 2002).”
Consequences of Employment During High School: Character Building, Subversion of Academic Goals, or a Threshold? (2005, methodology): “, Greenberger & Steinberg, 1986), and identification with school (Finn, 1989; see also Warren, 2002; Warren et al., 2000; Warren & Lee, 2003) instead of in terms of the physical dimension of time.”
Making It Through the First Year of College: The Role of Students' Economic Resources, Employment, and Living Arrangements (2007, background): “…academic engagement, socioeconomic resources, and other preexisting differences between working and nonworking students may lead to the incorrect conclusion that intensity of employment causes negative educational outcomes (Schoenhals, Tienda, and Schneider 1998; Warren, LePore, and Mare 2000).”
Reconsidering the Relationship Between Student Employment and Academic Outcomes (2002, background): “Empirically, some researchers (Bachman & Schulenberg, 1993; Schoenhals et al., 1998; Steinberg, Fegley, & Dornbusch, 1993; Warren et al., 2000) have asked whether the negative correlates of extensive employment during high school are actually caused by students’ 370 YOUTH & SOCIETY / March…”
The impact of adolescent employment on high school dropout: Differences by individual and labor-market characteristics (2003, background): “Although working a few hours per week either has no effect or decreases the odds of dropping out, intensive work involvement—more than 15 or 20 h per week—detracts from the chances of graduating (D Amico, 1984; Marsh, 1991; Warren et al., 2000).”