Data on attention span, engaged rates, grade levels, and achievement, obtained from the Follow Through Longitudinal Study, were analyzed to examine relationships among the factors which tend to identify exemplary practices schools can adopt to increase the impact of the available time on student achievement. The sample included low income students from kindergarten through the fourth grade. Observations of each student in reading and mathematics classes were based on the Time Off Task observation instrument. Students also took the Stanford Achievement Test or the California Achievement Test. A trend was observed for children's engaged rates to increase from kindergarten to fourth grade. Those students with higher engaged rates appeared to score higher on the achievement tests than did students with lower engagement rates. Implications for planning classroom activities are offered. (CB)