The Effect of Employment while in High School on Educational Attainment: A Conditional Difference‐in‐Differences Approach*
利用美国1988年全国教育纵向研究的面板数据，首次采用半参数倾向得分匹配结合双重差分方法，控制可观测和不可观测的选择偏差后，发现12年级兼职工作对阅读和数学成绩几乎没有影响。
Abstract Using American panel data from the National Education Longitudinal Study of 1988, this article investigates the effect of working during grade 12 on attainment. We employ, for the first time in the related literature, a semiparametric propensity score matching approach combined with difference‐in‐differences. We address selection on both observables and unobservables associated with part‐time work decisions, without the need for instrumental variable. Once such factors are controlled for, little to no effects on reading and math scores are found. Overall, our results therefore suggest a negligible academic cost from part‐time working by the end of high school.