Abstract
Discussions and research on the achievement gap and equal opportunity rarely consider the amount of time that students from different income groups and from different race and ethnicity groups are engaged with education-related activities. Students in inner-city high schools spend about 25 hours a week in school; students in private schools may spend triple that amount. The amount of engaged time may have a much closer relationship to school outcomes than other considerations. The contrasts among student experiences in inner-city, suburban, private, and boarding schools illustrate how dramatic the differential is and how these differentials relate to college and career success.
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