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Drawing on national employment patterns, it quantifies how employment intensity varies by enrollment status and demographics, and reviews evidence on educational impacts as work hours rise. It further considers how earnings are used, including protections within the EFC formula, and closes with conclusions and recommendations for more equitable policy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/do-some-forms-of-paying-for-college-cost-more-than-others-examining-how-the-role-of-student-work-impacts-postsecondary-value/586708/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/do-some-forms-of-paying-for-college-cost-more-than-others-examining-how-the-role-of-student-work-impacts-postsecondary-value/586708.png","ImageObject",300,407,{"name":92,"@type":93},"Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How common is student employment while enrolled in college?","Question",{"text":112,"@type":113},"Working for pay is a reality for many undergraduates. In 2017, 43% of full-time and 81% of part-time undergraduates were employed, and many worked more than 20 hours per week.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What happens to educational outcomes as students work more hours?",{"text":117,"@type":113},"Educational outcomes tend to decline as work hours increase. Studies of national datasets show students working 15–20 hours per week—especially on campus—generally have better outcomes than those who do not work or those who work more than 20 hours per week.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does student employment relate to equity in higher education?",{"text":121,"@type":113},"Higher rates and intensity of employment among students from underserved backgrounds and those attending under-resourced institutions suggest that working during college can reinforce inequity in opportunity and outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586708,1792604567,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","DO SOME FORMS OF PAYING FOR  \nCOLLEGE “COST ” MORE THAN OTHERS?  \nEXAMINING HOW THE ROLE OF STUDENT WORK IMPACTS POSTSECONDARY VALUE  \nLaura W. Perna and Taylor K. Odle University of Pennsylvania  \nTABLE OF CONTENTS  \nIntroduction  ................................................................ 2  \nWhat is the Role of Work as a Mechanism for Financing College?  ..................... 3  \nIs Working for Pay Helpful or Harmful? How Much Work is “Too Much”?  ................ 5  \nCharacteristics of Employment .................................................. 5  \nCharacteristics of Institutions.................................................... 6  \nCharacteristics of Working Students .............................................. 7  \nHow Much Can a Student Reasonably Expect to Earn to Contribute to College Costs?  .... 8  \nWhat Costs Should Student Earnings Be Used to Cover?  ............................ 9  \nHow Adequate Are the Income Protection Allowances for Students in the EFC Formula?  .. 9  \nConclusions and Recommendations  ............................................ 10  \nAcknowledgements  ......................................................... 11  \nReferences  ................................................................ 12  \nAppendix  .................................................................. 16  \nEnd notes  .................................................................. 18  \nThis paper is one in a foundational research series for the Postsecondary Value Commission authored in summer 2019 by scholars with diverse backgrounds and expertise. The research presented in these papers applies an equity lens to the philosophical, measurement, and policy considerations and assumptions underlying key components of postsecondary value to students and society, including investment, economic and non-economic returns, mobility, and racial and socioeconomic justice.  \nThe Postsecondary Value Commission consulted this foundational research as it developed a conceptual definition of postsecondary value, a framework for measuring how institutions and programs create value and ensure equitable outcomes, and an action agenda with recommendations for applying the definition and framework to change policies and practices. Through this breadth of scholarship, the commission was better able to define the value of postsecondary education and the role institutions can play in creating a more equitable and fair United States.  \nFollowing the May 2021 release of the commission’s findings, these foundational papers were prepared for publication. The views and opinions expressed in these papers do not necessarily reflect the positions of individual members of the Postsecondary Value Commission or the organizations they represent.  \nThe Postsecondary Value Commission along with the Bill & Melinda Gates Foundation and Institute for Higher Education Policy are deeply grateful to the authors of this series. The authors’ extensive expertise and thoughtful engagement in this work provided the foundation for the commission to develop an informed, innovative, and equity-driven framework. They also thank Deborah Seymour for editing the written products and the team at GMMB for their creative design and layout.  \nSuggested Citation: Perna, L.W. , & Odle, T. K. (2021) . Do Some Forms of Paying for College “Cost” More than Others? Examining How The Role of Student Work Impacts Postsecondary Value. Postsecondary Value Commission.  \nINTRODUCTION  \nWorking for pay is the reality for many undergraduate students. In 2017, 43 percent of undergraduates who were enrolled full-time were employed as were 81 percent of part-time students (Table 1) .1 Many of these students worked long hours, with 27 percent of full-time and 71 percent of part-time undergraduate students working more than 20 hours per week in 2017 (Table 1) .2 Working students’ educational outcomes tend to decline as their hours increase: descriptive and correlational studies of national dat","cbCaikhk9l2Fn5s0","https://ap.wps.com/l/cbCaikhk9l2Fn5s0","pdf",738329,21,"English","# Introduction\n# What is the Role of Work as a Mechanism for Financing College?\n# Is Working for Pay Helpful or Harmful? How Much Work is \"Too Much\"?\n# Conclusions and Recommendations","[{\"question\":\"How common is student employment while enrolled in college?\",\"answer\":\"Working for pay is a reality for many undergraduates. In 2017, 43% of full-time and 81% of part-time undergraduates were employed, and many worked more than 20 hours per week.\"},{\"question\":\"What happens to educational outcomes as students work more hours?\",\"answer\":\"Educational outcomes tend to decline as work hours increase. Studies of national datasets show students working 15–20 hours per week—especially on campus—generally have better outcomes than those who do not work or those who work more than 20 hours per week.\"},{\"question\":\"Why does student employment relate to equity in higher education?\",\"answer\":\"Higher rates and intensity of employment among students from underserved backgrounds and those attending under-resourced institutions suggest that working during college can reinforce inequity in opportunity and outcomes.\"}]","Do Some Forms of Paying for College “Cost” More than Others? - Examining How the Role of Student Work Impacts Postsecondary Value | PDF",1792059038,53]