Over the past half century, the relationship between working and learning has changed in profound ways that have made it more difficult for students, especially students from low-income backgrounds, to attain the right mix of work experience and schooling necessary to qualify for entry-level jobs with a future. The need for formal postsecondary education and training as well as high-quality work experience has made the transition from youth dependency to independent adulthood more difficult for all young people. As a result, the age at which young workers begin to earn the average wage for all workers has increased from 26 in 1980 to 34 in 2017. These changes have put more economic pressure on students from low-income families, who are less likely than higher-income students to attain a postsecondary credential. This executive summary highlights several important findings from the full report: (2) The current structure of youth employment works differently for disadvantaged students compared to those who are better off; (2) Low-income working learners are different from their higher-income counterparts in many ways; and (3) New economic realities and policy changes are at the heart of the challenges facing working learners. Policy and practice recommendations from "Balancing Work and Learning: Implications for Low-Income Students" are also summarized. [For the full report, see ED590710.]