Hudson 5 students in his research. Which is followed by Mounsey, Vandehey, and Diekhoff (2013), when they found that there is not much differentiation between working and non-working students, in grade point average (Mounsey, Vandehey, and Diekhoff 2013, p. 12). Awarded with 74.5% of students working while attending school (p. 3). Nearly half, 48.9%, of these students had difficulty meeting deadlines (Schwarts, McGuire, & Satterstrom, 2011, p. 4). This appears to be a consensus from the American Council on Education. (2006) found that 78% of students are employed (p. 6). While stating that of that 83.5% they worked part time, 25 hours or less (p. 6). As I prepared to leave the military, one of my biggest concerns was whether the job would automatically put me at a disadvantage in school. All the reading on this topic shows that even in the early 2000s, well over half of all students had some kind of job. In support of this, since the early 2000s, Orszag, J, Orstag, and Whitmore (2001) state that young people between the ages of 16 and 24 have shown an increase in work of 8%, up from 49% to 57% (para. 1). Back then, students worked an average of 25 hours a week, while students at a four-year college worked fewer hours on average (paragraph 2). The research found that students who worked 10 or fewer hours a week tended to have higher grades than their peers (para. 5). This is the idea behind the golden 10-15 hours; this is enough to make students prioritize their lives, while still leaving the vast majority of their time free. However, Fletcher (2011) found that 20% of students worked full time, more than 30 hours a week, and were 10% less likely to graduate (para. 2). Indeed, he concludes in the same way as previous sources; that work... middle of paper ...... was conducted on full-time student workers. Regardless of demographics other than working and non-working, as they do not impact academic success outcomes. Non-working students are the key group to analyze, as they are the basis of any correlation between work and academic success; Subsequent comparison of the academic success of working students. Hudson 8 Tools The primary tool will be a blind survey. Use leading questions to get basic answers such as; Course load, hours worked in a week and where any extra money comes from. These questions will provide answers from which hypotheses can be made about the academic success of students working at Shepherd University, while also offering evidence to present new ideas for institutional reform and student orientation in the Coup while living in Shepherdstown..