Learning Time
In Pursuit of Educational Equity
Edited by Marisa Saunders, Jorge Ruiz de Velasco, and Jeannie Oakes
paper, 300 Pages
Pub. Date: November 2017
ISBN-13: 978-1-68253-106-8
Price: $35.00
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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.
Praise
With a focus on equity, coherence, and innovation, the contributors detail widely accessible strategies to improve student outcomes. This book is an important resource for educators and stakeholders seeking best practices—as well as inspiration—to help accelerate their progress in achieving excellence and equity for students.
— Michelle King, superintendent, Los Angeles Unified School District
This volume of provocative and practical essays is loaded with compelling examples of how more time, effectively used, can benefit children. It also supplies informative research and powerful reflections on the potential of increased quality learning time to address educational, social, and economic inequality. A must-read for those seeking a pathway to equity.
— Paul Reville, professor, Harvard Graduate School of Education; founder, Education Redesign Lab; and former Massachusetts Secretary of Education
This text provides a wonderful starting point for administrators and professional learning communities wishing to start an introspective investigation.
— Mark E. Deschaine, School Administrator
Overall, Learning Time: In Pursuit of Educational Equity, offers a collection of chapters that successfully provide readers with a foundation for understanding the possibilities, challenges, successes, and implications of enacting extended learning time programs within communities that are traditionally underserved.
— Teachers College Record
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About the Editors
Marisa Saunders is a principal associate for research and policy at the Annenberg Institute for School Reform (ASIR) at Brown University. Before joining AISR, Marisa was a senior research associate at UCLA’s Institute for Democracy, Education, and Access (IDEA). She is co-editor (with Jeannie Oakes) of Beyond Tracking: Multiple Pathways to College, Career, and Civic Participation, published by Harvard Education Press. Marisa is a graduate of the University of California, San Diego, and holds an MA in Latin American studies from Stanford University, and an EdD from the Harvard University Graduate School of Education.
Jorge Ruiz de Velasco is associate director for policy and community partnerships at the John W. Gardner Center for Youth and Their Communities at Stanford University. Before his Stanford appointment, he served terms as a program officer for educational opportunity and scholarship at the Ford Foundation and as a senior program officer at both the James Irvine Foundation and the William and Flora Hewlett Foundation. Jorge also served as a senior research associate at The Urban Institute and as a lawyer for the US Department of Education’s Office for Civil Rights. He is a graduate of Harvard College and the University of California, Berkeley, School of Law. Subsequently, he earned an MA in education administration and policy analysis and a PhD in political science, both from Stanford University.
Jeannie Oakes is a senior fellow at the Learning Policy Institute, a member of the National Academy of Education, past president of the American Educational Research Association, and former director of educational opportunity and scholarship at the Ford Foundation. Jeannie is also Presidential Professor Emeritus in Educational Equity at the University of California, Los Angeles (UCLA); and founder of UCLA’s Institute for Democracy, Education and Access (IDEA), and Center X; as well as former director of the University of California’s All Campus Consortium on Research for Diversity (ACCORD).