Working during School and Academic Performance
利用一所大学强制工读项目的新数据，研究在校期间工作与学业表现的关系，强调工作时长内生性带来的偏差，提醒研究者谨慎得出政策结论。
Unique new data from a college with a mandatory work‐study program are used to examine the relationship between working during school and academic performance. Particular attention is paid to the importance of biases that are potentially present because the number of hours that are worked is endogenously chosen by the individual. The results suggest that, even if results appear reasonable, a researcher should be cautious when drawing policy conclusions about the relationship between hours worked and a particular outcome of interest unless he or she is confident that potential problems associated with the endogeneity of hours have been adequately addressed.