As states, districts, and schools work to improve academic rigor so that all students graduate prepared for college and careers, it has become clear that more learning time and building additional capacity within the public education system are essential. These issues have particular implications for Latino students, especially English language learners (ELLs). Hispanic children face multiple barriers to educational success, including high levels of poverty, low levels of parental education, and disparate rates of preschool and prekindergarten participation. High-quality expanded learning opportunities (ELOs)--including after-school, before-school, summer, and expanded day, week, and year programs--done in partnership with community-based organizations have the potential to improve learning for Latino students. Given the potential impacts of expanded learning policies and practices on Latino students and their communities, the National Council of La Raza (NCLR) has put together this issue brief to examine recent research on ELOs, the policy landscape affecting these programs, and recommendations for policymakers and program providers. Furthermore, NCLR has identified several critical elements that serve as a framework for establishing a comprehensive approach to developing effective ELO policies: (1) Require Expanded Learning Programs Serving ELL Students to Partner with Quality Community-Based Organizations; (2) Provide Academic Support and Targeted Services for ELLs; and (3) Allocate Sufficient Resources To Expand Access and Drive High-Quality Programs.