The twelve papers, articles, and reports presented in this annotated bibliography review theories and evidence on the relationship between learning time and academic achievement in elementary and secondary schools. The papers concentrate on three types of learning time: "time on task," which is the amount of time students are actually engaged in learning; "allocated time," the time a teacher schedules for a learning activity; and "academic learning time," the time a student spends successfully learning. Several papers relate time on task to contextual, instructional, and pupil variables and to the match between a particular student and the difficulty of a task. Other papers suggest a model of the relationship of time to learning and note the significance of time in the mastery learning and direct instruction techniques of teaching. A workshop on how to increase academic learning time in the classroom is described in one article, while the final paper examines the relationship of another kind of time, teachers' lesson preparation time, to academic achievement and students' prior achievement levels. (RW)