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The claim that work-based experience improves students' academic performance was examined through a study of the academic progress of 25 high school and community college student interns employed in various health care workplaces. Data were collected from the following activities: (1) review of the literature on academic reinforcement and academic outcomes of school-to-work programs; (2) site visits to interview faculty, staff, students, and employers; (3) observation of classroom-based links to the work-based learning components. In 9 of the 25 cases examined, no evidence for any of the following claims for academic reinforcement were found: school-based knowledge is applied; school-based knowledge is explored and tested; and motivation toward school is positively affected. Twelve students experienced instances of simple application of school-based knowledge at work. Evidence of the testing and exploration of school-based knowledge was found in only three cases. Except for those students who were taking courses in clerical skills and data entry in school, the academic reinforcement functions of work experience were minimal. Overall, the interns' work was functional to the employing organization but hardly academic. (Contains 47 references. Appended is a student essay question on productivity in a hospital setting and a sample student response.) (MN)

The purpose of this paper is to propose a conceptual framework by which educators can recognize, affirm, and enhance the potential to learning of a vast array of urban resources unconnected to schools. Working definitions of the major terms "educators,""resources," and "urban" are provided as a reference base for the conceptual framework. Elements of the various constituents of the learning encounter are itemized in order to assist professionals in analyzing the interaction between learner and situation. Features of the participants, the context and the learning process are included. A review of selected literature which touches on the issue of learning from urban resources is also provided. Writings that describe three different kinds of resources (museums, settlement houses, and the city as a built environment) are identified. It is suggested that educators could apply the urban resource framework to these works, in order to use the literature more creatively and systematically in their thinking about urban education. The challenge for educators, it is held, is to understand how people can learn from the city's non-school resources, and to create ways of enhancing that process. (Author/EB)