Work/Learning Balance: Is It Possible for Students?

• In Event: Working Learners: Challenges and Opportunities for Theory, Research, and Practice

Abstract

Research has shown that students from lower socioeconomic status are less likely to be academically prepared for college, enroll in postsecondary education, persist in college, and complete a postsecondary degree. (ACT & COE, 2013; Aud et al., 2011; Engle & Tinto, 2008; Snyder & Dillow, 2011; Walpole, 2003). Additionally, employment status in high school has been found to have a negative relationship with student measures of academic achievement (Singh, 1998; Tyler, 2003; Vickers, Lamb, & Hinkley, 2003). The negative impact of balancing work and time for academic study has largely been attributed to student demographic characteristics (Warren, LePore, & Mare, 2000).

This presentation will review research that investigated how demographic characteristics and working learner status impact secondary learning outcomes and postsecondary education expectations. A quantitative analysis of group differences from a national assessment of college readiness was performed (n = 1,677,515).

Results suggest that secondary school working learners were less likely to meet postsecondary readiness benchmarks compared to non-working learners. Furthermore, working learners in secondary school were also found to be more likely to expect to work while attending postsecondary education and to be more confident of their career plans after postsecondary education compared to non-working learners. The relationship between working learner status and relevant demographic variables will also be explored, including the relationship between SES, urban/rural, working learner status and college readiness.

The findings place emphasis on the importance of creating equal early postsecondary readiness learning experiences (e.g. dual enrollment) for working learners to offset the impact of time spent working while learning.

Author

• Mary LeFebvre, ACT, Inc.