The impact of working on academic performance and persistence of a sample of full-time undergraduates enrolled in Washington State's public and private institutions during fall 1983 through spring 1985 was studied. Data sources included: student records for the State Work Study, College Work Study, and nonworking financial aid recipients; and surveys of campus administrators and students. It was found that work had no impact on the academic performance and very little impact on the academic progress of full-time undergraduates. Neither the number of hours worked nor the rate of pay had a strong impact on a student's grade point average (GPA), number of credit hours attempted, or the ratio of credits earned to credits attempted. For persistence, the working student, on average, was estimated to take slightly longer to complete college than the nonworker. Additional findings include: the best college GPA prediction was high school GPA; older students performed better academically than the younger students; and State Work Study students generally had higher GPAs than College Work Study students or nonworkers. Included are a data element dictionary, the administrator and student surveys, and a condensed version of the study report. (SW)