DeSimone (2006) found that students’ high school GPAs increased up to about 15 h/worked per week, but declined as hours worked exceeded 15 h.

Oettinger (1999) found a substantial decline in the grades of minority students who worked longer than 20 h/week. Ruhm (1997) found that females completed fewer years of school when they worked more than 10 h/week in their senior year. 2 For example, Lillydahl (1990) found that students’ high school grade point averages (GPAs) increased up until weekly time worked exceeded 13 ½ h and declined thereafter. Some researchers have also found that the intensity of work matters for academic outcomes (Lillydahl, 1990, Ruhm, 1997, Oettinger, 1999, DeSimone, 2006, Montmarquette et al., 2007). Dustmann and Van Soest (2007) found that work while in school has a small negative effect on U.K. For example, using the National Educational Longitudinal Study of 1988 (NELS:88), Tyler (2003) found that student employment has a negative effect on both the number of years of schooling that students complete and their 12th grade math achievement. On the other hand, some researchers have documented a small negative relationship between working while in high school and a student's academic achievement, which may negatively affect future earnings. (2002), however, found no effect of high school employment on men's future wages when they controlled for individual-specific unobserved heterogeneity. Stephenson, 1981, Michael and Tuma, 1984, Ruhm, 1995, Ruhm, 1997, Light, 1999, Light, 2001, Neumark and Joyce, 2001 have all found positive effects of student work on future labor market outcomes. On the one hand, working while in high school may provide valuable work experience. Many studies have investigated the effects of working while in school on students’ outcomes.

Working on homework