The impact of labor market work and educational tracking on student educational outcomes: Evidence from Taiwan |
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| Institution: | 1. Department of Agricultural Economics, National Taiwan University, Taiwan;2. Department of Economics, Fu Jen Catholic University, Taiwan;3. Institute of Sociology, Academia Sinica, Taiwan;1. University of Turin (ESOMAS Dept.) and CERP-Collegio Carlo Alberto. Corso Unione Sovietica 218bis, Torino (TO) 10134, Italy;2. CERP-Collegio Carlo Alberto, Italy;3. University of Turin (ESOMAS Department) and Collegio Carlo Alberto, Italy;1. Ecole Polytechnique and CNRS, France;2. University Alioune Diop Bambey, Senegal;1. University of North Carolina at Greensboro, United States, and IZA Institute of LaborEconomics;2. University of Strathclyde, Scotland, United Kingdom;1. Ghent University;2. KU Leuven;3. GLO;4. Research Foundation - Flanders;5. University of Antwerp;6. Université catholique de Louvain;7. IZA;8. IMISCOE;1. Education Global Practice, World Bank Group, 1818 H Street, NW, Washington, DC 20433, USA;2. Harvard Graduate School of Education, Harvard University, 13 Appian Way, Cambridge, MA 02138, USA;1. Centre for Economic Performance (LSE) and VATT, Finland;2. Bank of Italy, Italy |
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| Abstract: | This study empirically investigates how working while enrolled in high school affects educational outcomes, while accounting for self-selected educational tracking. Using a longitudinal survey of Taiwanese youth and exploiting the inter-zip-code geographic variations in youth-preferred industries, we find a negative effect of school-year work on educational achievement, and the negative marginal impact is much stronger for academic-track than for vocational-track students. An exogenous increase in school-year hours worked of 10 hours per week lowers college entrance scores by a 0.117 (0.083) standard deviation for academic-track (vocational-track) students. The negative impact of school-year work tends to be overstated if the endogeneity arising from educational tracking is not acknowledged—with upward biases as large as 16% and 30% for academic- and vocational-track students, respectively. Among subjects, math scores suffer most from working during the school year. |
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