THE ROUGH DRAFT
Leading question: Do students who work
after school in high school learn to manage
their time better?
1. Will students grades drop if they work
after school?
2. Do students take more sick days because
they are tired working?
3. Do students learn to manage study skills
better?
4. What are the effects of working part
time?
5. Is there any one factor that makes
working high school students more
successful?
Articles in http://www.ICONN.org
TERMS USED: High school student success
and part-time employment
1
Part-Time Work of High School Students and Impact on Educational Outcomes.
Full Text Available
Academic Journal
By: Patton, Wendy; Smith, Erica. Australian Journal of Guidance & Counselling. Dec2009, Vol. 19 Issue 2,
p216-224. 9p. DOI: 10.1375/ajgc.19.2.216. , Database: MainFile
Subjects: AUSTRALIA; PART-time employment; HIGH school students; ACADEMIC
achievement; STUDENTS -- Employment
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PDF Full Text (75KB)
2)
Effects of Part-Time Work on School Achievement During High School.
Full Text Available
Academic Journal
By: Singh, Kusum; Chang, Mido; Dika, Sandra. Journal of Educational Research. Sep/Oct2007, Vol. 101
Issue 1, p12-22. 12p. 5 Charts, 2 Graphs. , Database: MainFile
Subjects: ACADEMIC achievement; FAMILIES; SECONDARY education; PART-time
employment; SCHOOL year; SCHOOL attendance
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PDF Full Text (1.7MB)
3)
The Effects of Part-Time Work Experience on High School Students.
Full Text Available
Academic Journal
By: Kablaoui, Bassem N.; Pautler, Albert J. Journal of Career Development (Springer Science & Business
Media B.V.). Spring1991, Vol. 17 Issue 3, p195-211. 17p. , Database: MainFile
Subjects: UNITED States; STUDENTS -- Employment; HIGH school students; PART-time
employment; TEMPORARY employment
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High-Ability Students’ Time Spent Outside the Classroom.
Full Text Available
Academic Journal
By: Makel, Matthew C.; Li, Yan; Putallaz, Martha; Wai, Jonathan. Journal of Advanced Academics.
Nov2011, Vol. 22 Issue 5, p720-749. 30p. 1 Diagram, 6 Charts. DOI: 10.1177/1932202X11424880. ,
Database: MainFile
Subjects: CLASSROOMS; HIGH school students; CAMPS; ACADEMIC ability; GENDER
differences (Psychology); STUDENT activities; TIME management
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PDF Full Text (196KB)
4.
Juggling school and work.
Full Text Available
Academic Journal
By: Vickers, Margaret. Education Links. Spring2002, Vol. 65, p19. 4p. , Database: MainFile
Subjects: STUDENTS -- Employment; PART-time employment; EDUCATION
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PDF Full Text (287KB)
QUESTION 4.
What are the effects of working part time?
Juggling school and work. Authors:Vickers, Margaret Source: Education Links. Spring2002, Vol.
65, p19. 4p. Document Type: Article Subjects: STUDENTS -- Employment PART-time
employment EDUCATION Abstract: Examines the blurring of the boundary between school and
work and what it means for schools and teachers. Effects that working during high school had
on the students; Relationship between part-time work during high school and the pathways
young people follow once they leave school; Benefits of participation in part-time work for
students who want to enter a full-time job.
USING NOODLETOOLS
NOODLEBIB
Vickers, Margaret. "Juggling school and work." Education Links 65 (2002): 194p. MainFile. Web. 11
Dec. 2013. <http://www.iconn.org>. QUESTION #3 WHAT ARE THE EFFECTS OF
WORKING PART-TIME?
Students who worked part-time had long term benefits of learning how to
work with people and
how to help themselves in social situations. However, these same
students suffered a lot of
absenteeism from school. This did not effect their grades surprisingly.
They learned to adapt
to lack of sleep by scheduling their time better. So, students were
forced to learn how to
juggle scheduling, which is a positive factor for success in college and
life.
#4 What are the effects of working parttime?
Effects of Part-Time Work on School Achievement During High School.
Full Text Available Academic Journal By: Singh, Kusum; Chang, Mido; Dika, Sandra. Journal of
Educational Research. Sep/Oct2007, Vol. 101 Issue 1, p12-22. 12p. 5 Charts, 2 Graphs. , Database:
MainFile Subjects: ACADEMIC achievement; FAMILIES; SECONDARY education; PART-time
employment; SCHOOL year; SCHOOL attendance
PDF Full Text (1.7MB)
“Thus, when those researchers found that students who are involved in part-time work achieve at a lower
level than students who do not work, one can argue that these students were less engaged in school before
they started working. It is important that one disentangles the relationship of work and school success by
controlling for other related factors.”
My own words from the readings: There really was no substantial evidence that said part-time
employment was bad for teenagers. The only statement that kept reappearing in the studies was that
students had to disentangle themselves from school social life in order to be successful. So, if there was a
negative, it would be that they had to give up the social activities in order to continue the school academic
success.
USING NOODLEBIB:
Kusum, Singh. "Effects of Part-Time Work on Social Achievement During High
School." Journal of Educational Research Sep/Oct (2007): 12-22. MainFile.
Web. Sep/Oct. 2007.
<http://www.iconn.org>. “Thus, when those researchers
found that students who are involved in part-time work achieve at a lower
level than students who do not work, one can argue that these students were
less engaged in school before they started working. It is important that one
disentangles the relationship of work and school success by controlling for
other related factors.”
My own words from the readings: There really was no substantial
evidence that said
part-time employment was bad for teenagers. The only statement that kept reappearing in the
studies was that students had to disentangle themselves from school social life in order to be
successful. So, if there was a negative, it would be that they had to give up the social activities in
order to continue the school academic success.
Question #1 Will students grades fall if they work after school?
Effects of Part-Time Work on School Achievement During High School.
Full Text Available Academic Journal By: Singh, Kusum; Chang, Mido; Dika, Sandra. Journal of
Educational Research. Sep/Oct2007, Vol. 101 Issue 1, p12-22. 12p. 5 Charts, 2 Graphs. , Database:
MainFile Subjects: ACADEMIC achievement; FAMILIES; SECONDARY education; PART-time
employment; SCHOOL year; SCHOOL attendance
PDF Full Text (1.7MB)
“Thus, when those researchers found that students who are involved in part-time work achieve at a lower
level than students who do not work, one can argue that these students were less engaged in school before
they started working. It is important that one disentangles the relationship of work and school success by
controlling for other related factors.”
My own words from the readings: There really was no substantial evidence that said part-time
employment was bad for teenagers. The only statement that kept reappearing in the studies was that
students had to disentangle themselves from school social life in order to be successful. So, if there was a
negative, it would be that they had to give up the social activities in order to continue the school academic
success.
USING NOODLEBIB:
Kusum, Singh. "Effects of Part-Time Work on Social Achievement During High
School." Journal of Educational Research Sep/Oct (2007): 12-22. MainFile.
Web. Sep/Oct. 2007.
<http://www.iconn.org>. “Thus, when those researchers
found that students who are involved in part-time work achieve at a lower
level than students who do not work, one can argue that these students were
less engaged in school before they started working. It is important that one
disentangles the relationship of work and school success by controlling for
other related factors.”
My own words from the readings: There really was no substantial
evidence that said
part-time employment was bad for teenagers. The only statement that kept reappearing in the
studies was that students had to disentangle themselves from school social life in order to be
successful. So, if there was a negative, it would be that they had to give up the social activities in
order to continue the school academic success.
Also, Grades did not drop in this study. The students just managed to drop other social
responsibilities that a high school student would have to make room for time to work. Thus,
their social relationships were cut back. Dating and After-School Events took a back burner.
Question #1: Will students grades fall if they work after school?
Revisiting the Impact of Part-Time Work on Adolescent Adjustment: Distinguishing Between Selection
and Socialization Using Propensity Score Matching. Authors: Monahan, Kathryn C.1 Lee, Joanna M.2
Steinberg, Laurence3 Source: Child Development. Jan/Feb2011, Vol. 82 Issue 1, p96-112. 17p. 4 Charts, 4
Graphs. AUTHOR ABSTRACT: “:
The impact of part-time employment on adolescent functioning remains unclear
because most studies fail to adequately control for differential selection into the
workplace. The present study reanalyzes data from using multiple imputation, which
minimizes bias in effect size estimation, and 2 types of propensity score matching, to
account for selection effects. In this sample ( N = 1,792; Grades 10-11, M = 16.26),
youth who begin working more than 20 hr per week evince declines in school
engagement and increases in substance use and delinquency compared with youth who
remain unemployed. Conversely, working 20 hr or less a week has negligible effects,
positive or negative, on academic, psychological, or behavioral outcomes. [ABSTRACT
FROM AUTHOR]
My notes: After reading the article, there are no hard facts that say working part-time brings
students’ grades down. However, there is an increase in delinquency and substance use. There
is a decrease in school involvement. The cut-off of 20 hours seems to be the breaking point of
how successful students are in high school. There was a satisfaction rate, however, of showing
more maturity and ability to converse with adults. This is a big plus for high school and college
students.
Question #1: Will students grades fall if they work after school? (Continued)
Revisiting the Impact of Part-Time Work on Adolescent Adjustment: Distinguishing Between Selection
and Socialization Using Propensity Score Matching. Authors: Monahan, Kathryn C.1 Lee, Joanna M.2
Steinberg, Laurence3 Source: Child Development. Jan/Feb2011, Vol. 82 Issue 1, p96-112. 17p. 4 Charts, 4
Graphs. AUTHOR ABSTRACT: “:
Monahan, Kathryn. "Revisiting the impact of Part-Time Work on Adolescent
Adjustment: Distinguishing
between Selection and Socialization Using Propensity Score Matching."
Child Development Jan/Feb
2011: 96-112. Mainfile. Web. Jan/Feb 2011. <http://www.iconn.org>. The
impact of
part-time employment on adolescent functioning remains unclear because
most studies fail to adequately control for differential selection into
the workplace. The
present study reanalyzes data from using multiple imputation, which
minimizes bias in effect
size estimation, and 2 types of propensity score matching, to account
for selection effects. In
this sample ( N = 1,792; Grades 10-11, M = 16.26), youth who begin
working more than 20
hr per week evince declines in school engagement and increases in
substance use and
delinquency compared with youth who remain unemployed. Conversely,
working 20 hr or less a week
has negligible effects, positive or negative, on academic,
psychological, or behavioral
outcomes. [ABSTRACT FROM AUTHOR]
Question #1: Will students grades fall if they work after school? (continued)
Revisiting the Impact of Part-Time Work on Adolescent Adjustment: Distinguishing Between Selection
and Socialization Using Propensity Score Matching. Authors: Monahan, Kathryn C.1 Lee, Joanna M.2
Steinberg, Laurence3 Source: Child Development. Jan/Feb2011, Vol. 82 Issue 1, p96-112. 17p. 4 Charts, 4
Graphs. AUTHOR ABSTRACT: “:
MY NOTES:
My notes: After reading the article, there are no hard facts that say working
part-time brings students’ grades down. However, there is an increase in
delinquency and
substance use. There is a decrease in school involvement. The cut-off of
20 hours seems to be
the breaking point of how successful students are in high school. There
was a satisfaction
rate, however, of showing more maturity and ability to converse with
adults. This is a big plus
for high school and college students.
SO, TAKING ALL MY NOTES – THIS IS MY ROUGH DRAFT
It is common for secondary school students to be involved in part-time
employment. Research shows that working can have a negative impact on school
engagement. However, most of these studies have focused on the amount of
time that students spend working rather than on the quality of experience they
have for school social activities. There was a study on the number of hours
worked and the direct relation to the academic success of students. Twenty
hours a week seemed to be the cutoff between a successful academic student
and someone who became more involved in the “bad social activities” of students
who were not involved in school at all. These activities were basically
absenteeism leading to drop-out, juvenile delinquency and substance abuse.
However, these were very low statistics.
School performance and school dropout rates were evaluated. These studies
showed that students only begin the higher dropout rate when they worked more
than 7 hrs per week. A total of 20 hours per week seemed to be the cutoff
number that determined student success.
Some students found work to be a very beneficial experience because they were
learning social skills, which is a very important factor for success in most job
fields. There was evidence that they also were learning how to talk to adults and
be successful in getting their opinions and voice heard. These students also found
ways to attain college scholarships through employment. There are many
benefits in learning how to manage earned money as well. Most students used
this money to save for a car or school. These students were from a lower
socioeconomic status and found it imperative that they work to save for college.
These students acquired more adult-like goals and drive at an earlier age.
Other skills gained through employment were time management. Most students
said that these skills were self-taught for survival. Others said they learned these
skills from Counselors, Career Counselors or parents. Life Skills, especially time
management are essential for all college bound students.
There is also the investigation of what is the “boundary” between school and
work. What does this boundary mean for staff in a school, who provide
extracurricular activities after school and the lack of quality student participation?
This can affect the path that a young person might choose to follow once they
graduate. The conclusion would be that the student and their family, as well as
their counselor have to evaluate the quantity and quality of the student’s parttime work experiences. They have to decide if this relation of work to school
engagement is important enough to jeopardize their high school years.
There is also the effect of part-time work on standardized achievement. The
number of hours worked had a significant negative effect on standardized
achievement. This could cause a spiraling effect on academics and possibly bring
a slant towards a career that is possibly less academic. Students who do well
academically are less likely to work longer hours. There seems to be some selfselection involved in work behavior. Students who have lower achievement tend
to work longer hours. This relationship could show a bad effect of work
achievement on student success.
“Previous achievement had a negative effect (Beta = -21) on work hours and a strong positive effect on
10th-grade school achievement. The total effect of previous school achievement was .75 on later school
achievement, as measured by subject grades.” : [Kasum, 1998]
There is consistency in a few studies that prove there is a small negative effect of
part-time work hours, even when some achievements are included. The results
basically back the theory that the more extensive the hours worked (especially
more than 20 hours), the more likely the grades and test scores would be lower.
There is definitely a process of self-selection of jobs and a reinforcement of work
behavior and expectations that make the student work experience better and
more beneficial to them.
There is one more factor to be considered to determine the positive aspects of
part-time high school employment. Although the study began as a simple study
to see the benefits/detriments of high school job employment, there was also the
effect on other variables. Race, gender and socioeconomic status were also
evident in some of the studies. The socioeconomic status of a student and the
need to make money were driving forces for many to work. The findings indicate
that children from a higher SES-Socioeconomic Status, were less likely to work
longer hours. It was not surprising that SES had a strong positive effect on
previous achievement, but almost no effect on later achievement.
The results were consistent across two different measures of academic
achievement. The pattern of results suggests that when high school students work
long hours, their academic performance suffers. The decrease in academic
achievement caused by work hours may result from the displacement of curricular
and co-curricular activities by work and work-related commitments. When high
school students work long hours, it is possible that they devote less time to
homework, extra reading, and other academic pursuits. Part-time work also means
less involvement in after-school activities. These results lend support to the zerosum view that time is limited; when students work longer hours, they have less
time for academic work (Singh, 1991). As less time is available for academic
activities such as homework and extracurricular academic work, school
achievement is negatively affected.