Reforms aimed at expanding learning for low-income children must do more than add hours and days to the school year; they must push beyond the traditional boundaries of school-based learning and find ways to maximize and integrate the assets that cities, districts, and communities can offer. This article reviews research on how schools are using extended learning time to promote student engagement and achievement. A key finding is that successful efforts use partnerships with outside organizations to provide academic support and enrichment activities that build students' skills and connections with an expanded network of supportive adults. The challenge is to ensure that these partnerships are not mere add-ons, designed only to plug extracurricular holes and seen as peripheral to the core academic work of schools. They must be part of a larger system that integrates in-school and out-of-school learning and improves outcomes for youth. (Contains 22 notes.)