Expanding the learning day is gaining national momentum as an important school-improvement and whole-child development strategy. This issue focuses on school--community partnerships that provide a seamless, longer learning day that best meets both the academic (Expanded Learning Time or ELT) and developmental (Expanded Learning Opportunities or ELO) needs of high-poverty students in resource-poor communities. First it draws attention to the importance of ELOs and offers contours of the ELT--ELO partnerships through research evidence and policy analysis. It then covers both in practice and features a spectrum of ELT--ELO partnerships, from less to more integrated models. The issue pays close attention to: *The central role ELOs play in ELT schools*The changing safeguards for community-based organizations*Ways in which current education policy is shaping the approach of schools and community partners to learning and development.