<![CDATA[Students who work while studying face the challenge of meeting economic needs while maintaining educational continuity. The D4 Tax Accounting Study Program at Universitas Ngudi Waluyo offers an employee class (Koky) with students from diverse family economic backgrounds. This study aims to analyze the effects of family income, family expenditure, family assets, and students’ financial literacy on the educational continuity of working students. A quantitative causal-associative approach was employed. Data were collected using a 1–5 Likert-scale questionnaire distributed to 96 active employee-class students, selected through simple random sampling from a population of 126 students using the Slovin formula. Data were analyzed using classical assumption tests and multiple linear regression with SPSS. The results show that family income (t = 2.652; sig. = 0.009), family assets (t = 3.770; sig. = 0.000), and students’ financial literacy (t = 7.942; sig. = 0.000) have significant positive effects on educational continuity. Family expenditure has a negative but insignificant effect (t = −0.567; sig. = 0.572). Simultaneously, the four variables significantly affect educational continuity (F = 134.277; sig. = 0.000), explaining 84.9% of its variance (Adjusted R² = 0.849). Financial literacy is the most dominant variable. These findings indicate that educational continuity among working students is influenced not only by family economic conditions but also by students’ financial management capacity. Strengthening financial literacy can therefore support study programs in maintaining the sustainability of employee-class students’ education.]]>
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