More and more students combine their studies with a job – both to meet the rising costs of higher education and to develop their workforce skills and social networks.
The ACT Center for Equity in Learning has published the report “Who does work work for?” on the correlation in the US between study success and working during College for students from more and less privileged backgrounds. The report finds that working more than 15 hours a week is detrimental for students from a low-income background in terms of lower GPA (grade point average) as well as degree attainment. As the graphs show, working less than 15 hours a week is beneficial to degree attainment for students with a low-income background, but not so much for students from more affluent backgrounds.
The ACT Center for Equity of Learning is part of ACT.org, well-known for the ACT test which was originally set up as the American College Test.
In a similar vein, the Center for American Progress has published an online report “Hidden in Plain Sight” on the lack of policy attention for part-time students and their lower degree attention rates in comparison to fulltime students.