Abstract
Abstract The relationship between employment and academic performance in a nationally representative sample of U.S. students was examined in a longitudinal study as the students progressed from Grade 8 to 12. The participants (N = 15,552) took part in the base year (1988), first follow-up (1990), and second follow-up (1992) of the National Education Longitudinal Study (NELS). Structural equation modeling was used to analyze the NELS data set while controlling for the effects of family background, previous achievement, gender, and ethnicity. Employment had an overall negative and curvilinear effect on high school GPA. Students who worked fewer than 12 hr per week fared better academically than those students who were not employed. A significant decline in academic performance was observed when students worked more than 11–13 hr per week.
Keywords
Longitudinal studyEthnic groupAcademic achievementStructural equation modelingPsychologyLongitudinal dataNational educationDemographySample (material)Longitudinal sampleDevelopmental psychologyMathematics educationPedagogySociologyStatisticsMathematics
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Publication Info
- Year
- 2001
- Type
- article
- Volume
- 95
- Issue
- 1
- Pages
- 4-10
- Citations
- 48
- Access
- Closed
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Cite This
Kimberly J. Quirk,
Timothy Z. Keith,
Jeffrey T. Quirk
(2001).
Employment During High School and Student Achievement: Longitudinal Analysis of National Data.
The Journal of Educational Research
, 95
(1)
, 4-10.
https://doi.org/10.1080/00220670109598778
Identifiers
- DOI
- 10.1080/00220670109598778