ERIC Number: ED309179
Record Type: Non-Journal
Publication Date: 1989-Mar
Reference Count: N/A
Earning and Learning: The Academic Achievement of High-School Juniors with Jobs. The Nation's Report Card. Report No. 17-WL-01.
Barton, Paul E.
Since 1986, the National Assessment of Educational Progress (NAEP) has collected information from 11th-grade students about their employment activities. Out of the 29,000 students asked about work in the 1986 assessment, 54% reported working some amount of time each week, and over 28% reported working more than 15 hours per week. Thus, of 2.9 million 11th graders questioned in 1986, an estimated 1.6 million were employed and attending school. Data in this report cover the general characteristics and academic achievement of working students included in the NAEP as well as ancillary information from other studies. Student characteristics analyzed include gender, race/ethnicity, parents' education, high school program type, mathematics and science courses taken, postsecondary expectations, absenteeism, homework time, and television viewing time. Results indicate that: (1) employment has various effects on student achievement; (2) schools vary in the amount of time and effort they demand from their students, but it appears that some teachers lower their expectations regarding working students; (3) students' jobs should be examined in terms of content compatible with youth development and achievement; and (4) where work assignments are connected to schooling objectives, work can complement, rather than compete with, schooling objectives. Twenty-nine data tables and one graph are included. (TJH)
Descriptors: Academic Achievement, Grade 11, High School Students, High Schools, Meta Analysis, National Surveys, Statistical Data, Student Characteristics, Student Employment, Work Study Programs, Youth Employment
National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Assessment of Educational Progress, Princeton, NJ.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress