This important book explores how education time can be expanded, reimagined, and reorganized in an effort to enhance the educational opportunities and outcomes of disadvantaged students. The editors and contributors address questions of educational equity and opportunity by considering how best to extend learning time in high-poverty schools.
Learning Time examines how the nature, quality, and quantity of education time varies dramatically for affluent and poor children. The book’s contributors provide a comprehensive view of strategies for tackling this issue within the context of the inequities disadvantaged students face. They also explore the positive outcomes associated with expanded learning time and examines the cultural and political underpinnings of our current inequitable system—and describe fundamental, lasting ways to overturn those underlying conditions.
This book promises to be a valuable overview of a vital, understudied field and a practical, useful resource for policy makers and practitioners who are determined to implement reforms for underserved youth.
About the Editors
Marisa Saunders is a principal associate for research and policy at the Annenberg Institute for School Reform at Brown University. Jorge Ruiz de Velasco is an associate director for policy and community partnerships at the John W. Gardner Center for Youth and Their Communities at Stanford University. Jeannie Oakes is a senior fellow at the Learning Policy Institute, past president of the American Educational Research Association, and former director of educational opportunity and scholarship at the Ford Foundation.
Saunders, M., Ruiz de Velasco, J., and Oakes, J. (Eds.). (2017). Learning Time: In Pursuit of Educational Equity.Cambridge, MA. Harvard Education Press.