The purpose of this paper is to begin the work of re-thinking traditional conceptions of equity within the framework of comprehensive education. The paper has three major sections: 1) a framing argument, 2) a framework for thinking about the contributions of informal, out-of-school learning, illustrated with examples from recent ethnographic studies of student learning in middle school mathematics and in visual arts at the high school level; and 3) a discussion of the implications for districts and communities seeking to provide equitable learning opportunities for young learners.
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