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Author: Darolia, Rajeev
Resulting in 2 citations.
1. Darolia, Rajeev
Debt, Default, and Working: Essays on Higher Education Finance
Ph.D. Dissertation, The George Washington University, 2012
Cohort(s): NLSY97
Publisher: ProQuest Dissertations & Theses (PQDT)
Keyword(s): Education; Employment, In-School; Modeling, Fixed Effects; School Performance

Permission to reprint the abstract has not been received from the publisher.

In the third essay, I examine the effect of working on grades and credit completion for undergraduate students in the United States and provide some of the first estimates of the effect of working on the academic performance on part-time students. I use student-level fixed effects models to control for permanent hard-to-measure and unobserved characteristics and also analyze the relationship between availability of financial resources, working, and academic performance through an instrumental variables approach. Results indicate that full-time students' grades and credit completion appear to be at most mildly harmed by increasing work hours, but I find little evidence of a detrimental impact of working for part-time students.
Bibliography Citation
Darolia, Rajeev. Debt, Default, and Working: Essays on Higher Education Finance. Ph.D. Dissertation, The George Washington University, 2012.
2. Darolia, Rajeev
Working (and Studying) Day and Night: Heterogeneous Effects of Working on the Academic Performance of Full-time and Part-time Students
Economics of Education Review 38 (February 2014): 38-50.
Also: http://www.sciencedirect.com/science/article/pii/S0272775713001544
Cohort(s): NLSY97
Publisher: Elsevier
Keyword(s): Achievement; Labor Force Participation; School Performance; Work Hours

A growing number of students are working while in college and to a greater extent. Using nationally representative data from the 1997 National Longitudinal Survey of Youth, I analyze the effect of working on grades and credit completion for undergraduate students in the United States. Strategies to identify the causal relationship between working and academic performance include student-level fixed effects to control for permanent, unobserved characteristics that may affect both work and study intensity, and system GMM models to account for potentially endogenous relationships between working and academic performance that vary over time. I examine the consequences of working for heterogeneous subgroups, with a particular focus on differences between full-time and part-time students. I find no evidence that students’ grades are harmed by marginal work hours, but that full-time students complete fewer credits per term when increasing work.
Bibliography Citation
Darolia, Rajeev. "Working (and Studying) Day and Night: Heterogeneous Effects of Working on the Academic Performance of Full-time and Part-time Students." Economics of Education Review 38 (February 2014): 38-50.