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Balancing Work and
Learning:
Implications for Low-Income Students
August 28, 2018
By: Anthony P. Carnevale and Nicole Smith
Overview
•  Of the 20 million students in college, 14 million work while enrolled.
•  6 million of the 14 million working learners are low income.
•  While working and attending college is largely beneficial for higher-
income students, low-income working learners face steeper challenges.
•  Unequal access to support mechanisms and financial safety nets
exacerbates these challenges.
43 percent of working learners are low-income
•  Low-income working learners
are disproportionately Black
(18%) and Latino (25%), women
(58%), and first-generation
college-goers (47%).
•  Higher-income working learners
are disproportionately White
(73%) and young adults (70%).
Source: Georgetown University Center on Education and the Workforce analysis of
data from US Department of Education, National Center for Education Statistics,
National Postsecondary Student Aid Study, 2012; and US Census Bureau, American
Community Survey, 2012–2015 (pooled data); see Appendix for full list of sources for
all figures.
	
  
The number of hours worked affects
student outcomes
•  The likelihood of good grades and
completion decreases as the number of
hours worked each week increases.
•  Low-income students tend to work longer
hours than higher-income students.
•  60 percent of low-income working
learners who work more than 15 hours per
week earn grades of C or lower.
•  65 percent of higher-income working
learners who work less than 15 hours per
week earn grades of B or higher.
Source: Georgetown University Center on Education and the Workforce analysis of data from US Department of Education, National Center for Education Statistics, National Postsecondary
Student Aid Study (NPSAS), 2012.
•  Higher-income working learners have access to more lucrative jobs related
to their fields of study.
•  14 percent of higher-income working learners work in professional fields
such as STEM, business, or healthcare, compared to only 6 percent of low-
income students.
•  Low-income working learners are more likely to work in food service,
sales, and administrative support jobs.
Higher-income working learners are more likely
to work in jobs tied to their fields of study
Completion rates are substantially lower among
low-income working learners
•  Only 22 percent of low-income working
learners complete a bachelor’s degree
within six years, compared to 37 percent of
higher-income working learners.
•  57 percent of low-income working
learners fail to earn a credential within six
years, compared to 46 percent of higher-
income working learners.
•  Low-income working learners are less
likely to earn a credential overall, even if
they come from the upper end of the
academic performance distribution. Source: Georgetown University Center on Education and the Workforce analysis of data from
US Department of Education, National Center for Education Statistics, Beginning Postsecondary
Students Longitudinal Study, 2004/2009; see Appendix for full list of sources for all figures.
Enrollment differences exist among
working learners
•  Higher-income working
learners are more likely to
enroll in bachelor’s degree
programs and to attend
selective four-year institutions.
•  Low-income working learners
are more likely to enroll in
certificate programs and attend
either two-year public or for-
profit colleges.
Source: Georgetown University Center on Education and the Workforce analysis of data
from US Department of Education, National Center for Education Statistics, National
Postsecondary Student Aid Study (NPSAS), 2012; see Appendix for full list of sources for all
figures.
Conclusion
•  Education leaders should focus on building stronger connections between
education and work beginning in K–12.
•  Colleges should provide working learners with financial literacy counseling
and internships in high-demand fields related to their studies.
For more information:
Email Us | cewgeorgetown@georgetown.edu
Follow Us on Twitter | @GeorgetownCEW
Find Us on Facebook | Facebook.com/GeorgetownCEW
Follow Us on LinkedIn | linkedin.com/company/georgetowncew
See the full report at: cew.georgetown.edu/LearnAndEarn 	
  

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Balancing Work and Learning: Implications for Low-Income Students

  • 1. Balancing Work and Learning: Implications for Low-Income Students August 28, 2018 By: Anthony P. Carnevale and Nicole Smith
  • 2. Overview •  Of the 20 million students in college, 14 million work while enrolled. •  6 million of the 14 million working learners are low income. •  While working and attending college is largely beneficial for higher- income students, low-income working learners face steeper challenges. •  Unequal access to support mechanisms and financial safety nets exacerbates these challenges.
  • 3. 43 percent of working learners are low-income •  Low-income working learners are disproportionately Black (18%) and Latino (25%), women (58%), and first-generation college-goers (47%). •  Higher-income working learners are disproportionately White (73%) and young adults (70%). Source: Georgetown University Center on Education and the Workforce analysis of data from US Department of Education, National Center for Education Statistics, National Postsecondary Student Aid Study, 2012; and US Census Bureau, American Community Survey, 2012–2015 (pooled data); see Appendix for full list of sources for all figures.  
  • 4. The number of hours worked affects student outcomes •  The likelihood of good grades and completion decreases as the number of hours worked each week increases. •  Low-income students tend to work longer hours than higher-income students. •  60 percent of low-income working learners who work more than 15 hours per week earn grades of C or lower. •  65 percent of higher-income working learners who work less than 15 hours per week earn grades of B or higher. Source: Georgetown University Center on Education and the Workforce analysis of data from US Department of Education, National Center for Education Statistics, National Postsecondary Student Aid Study (NPSAS), 2012.
  • 5. •  Higher-income working learners have access to more lucrative jobs related to their fields of study. •  14 percent of higher-income working learners work in professional fields such as STEM, business, or healthcare, compared to only 6 percent of low- income students. •  Low-income working learners are more likely to work in food service, sales, and administrative support jobs. Higher-income working learners are more likely to work in jobs tied to their fields of study
  • 6. Completion rates are substantially lower among low-income working learners •  Only 22 percent of low-income working learners complete a bachelor’s degree within six years, compared to 37 percent of higher-income working learners. •  57 percent of low-income working learners fail to earn a credential within six years, compared to 46 percent of higher- income working learners. •  Low-income working learners are less likely to earn a credential overall, even if they come from the upper end of the academic performance distribution. Source: Georgetown University Center on Education and the Workforce analysis of data from US Department of Education, National Center for Education Statistics, Beginning Postsecondary Students Longitudinal Study, 2004/2009; see Appendix for full list of sources for all figures.
  • 7. Enrollment differences exist among working learners •  Higher-income working learners are more likely to enroll in bachelor’s degree programs and to attend selective four-year institutions. •  Low-income working learners are more likely to enroll in certificate programs and attend either two-year public or for- profit colleges. Source: Georgetown University Center on Education and the Workforce analysis of data from US Department of Education, National Center for Education Statistics, National Postsecondary Student Aid Study (NPSAS), 2012; see Appendix for full list of sources for all figures.
  • 8. Conclusion •  Education leaders should focus on building stronger connections between education and work beginning in K–12. •  Colleges should provide working learners with financial literacy counseling and internships in high-demand fields related to their studies.
  • 9. For more information: Email Us | cewgeorgetown@georgetown.edu Follow Us on Twitter | @GeorgetownCEW Find Us on Facebook | Facebook.com/GeorgetownCEW Follow Us on LinkedIn | linkedin.com/company/georgetowncew See the full report at: cew.georgetown.edu/LearnAndEarn