The effects of work-based learning on student achievement were examined by analyzing data from the 1996 High Schools That Work (HSTW) assessment. The comparison focused on the experiences of 12th-graders in structured work-based learning programs and 12th-graders with after-school jobs. A larger percentage of students earning school credit for work reported having higher- quality worksite learning experiences, including rotating through several jobs within a company, working frequently with a worksite mentor, and learning new technical skills in the work setting. More students in structured programs used work experiences to make the transition to a full-time job. The bad news was that students in work-based learning had lower academic achievement than those who only had jobs. The following were among the recommendations presented: (1) set high expectations and get students to meet them; (2) offer intellectually challenging vocational studies; (3) increase access to academic studies that teach high-level content; (4) require students to complete a challenging program of study; (5) integrate school-based and work-based learning; (6) engage students actively in the learning process; (7) involve students and parents in planning programs of study; (8) provide extra help; (9) ask students to share their work-based learning experiences with other students; and (10) arrange for working students to participate in seminars conducted by their academic and vocational teachers at the worksite. (MN)