Emerson, Patrick M.Ponczek, VladimirPortela Souza, Andre2014-06-252014-06-252014-06https://hdl.handle.net/10986/18774This paper uses a unique micro panel dataset of Brazilian students to investigate the impact of working while in school on learning outcomes. The potential endogeneity is addressed through the use of difference-in-difference and instrumental variable estimators. A negative effect of working on learning outcomes in math and Portuguese is found. The effects of child work range from 3 to 8 percent of a standard deviation decline in test score, which represents a loss of about a quarter to a half of a year of learning on average.en-USCC BY 3.0 IGOABILITY LEVELSACADEMIC ACHIEVEMENTACCOUNTBIRTH ORDERCHILD LABORCHILD LABOURCHILD WORKCHILD WORKERSDOMESTIC SERVANTSECONOMIC SHOCKSEDUCATIONAL ATTAINMENTEMPLOYMENTEMPLOYMENT STATUSENROLLMENTEXAMEXAM PERFORMANCEEXAMSFAMILY MEMBERGIRLSGIRLS IN MATHHUMAN CAPITALHUMAN CAPITAL FORMATIONHUMAN RESOURCESINFORMAL SECTORINTERVENTIONSLABOR ECONOMICSLABOR FORCELABOR FORCE PARTICIPATIONLABOR LAWLABOR LAWSLABOR MARKETLABOR MARKET OUTCOMESLABOR STANDARDSLABORERSLABOURLEARNINGLEARNING ACHIEVEMENTLEARNING OUTCOMESLITERATUREMINISTRY OF EDUCATIONOCCUPATIONOPEN ACCESSPAPERSPERMANENT EMPLOYMENTPRESENT STUDYPREVIOUS STUDIESPREVIOUS WORKPRIVATE SCHOOLPRIVATE SCHOOL STUDENTSPRIVATE SCHOOLSPUBLIC SCHOOLSREADINGRETURNS TO EDUCATIONSCHOOL ATTENDANCESCHOOL QUALITYSCHOOL SYSTEMSCHOOLINGSCHOOLSSERVANTSSERVICE OCCUPATIONSSERVICE SECTORSOCIOLOGISTSSTATE SCHOOLSSTREET VENDORSSTUDENT LEARNINGSTUDENT PERFORMANCESTUDENT POPULATIONTEACHERSUNEMPLOYEDUNEMPLOYMENTWAGESWORK ACTIVITIESWORK ACTIVITYWORK EXPERIENCEWORKERWORKERSWORKING STUDENTS10.1596/1813-9450-6904