Balancing Work and Academics: Undergraduate Student Employment and Outcomes in the University System of Georgia

• In Event: Data-Driven Insights into Student Retention, Attainment, and Beyond

Abstract

This study examines how undergraduate employment affects academic outcomes across the University System of Georgia (USG), using linked administrative, financial aid, and wage data from 2013 to 2023. Applying double machine learning (DML), we estimate the effects of work intensity on credit hour attainment, enrollment status, and sensitivity to net cost. Moderate work (1–20 hours/week) is associated with slightly higher credit accumulation, while full-time work (40+ hours) leads to fewer credits and increased part-time enrollment. Students at non-research institutions and Pell recipients are especially affected. We estimate a price elasticity coefficient of 0.631, indicating that students reduce work hours in response to lower costs. Findings inform aid policy and equity-focused student support strategies across public higher education systems.

Authors

• Patrick Harris, University System of Georgia

• Ethan Christmas, University of Georgia

• James M. Byars, University of Georgia

• Scott King, University of Georgia