There is no disputing that for high school students to be college and career ready, they need adequate time to learn, and individualized attention to meet each student's academic goals, learning styles, and social needs. Over the past decade, Education Resource Strategies (ERS) has partnered with urban schools and districts to improve their use of people, time, and money in addressing students' most pressing needs. Through this work, the author and his colleagues have studied many high-performing schools that are using every staff member, dollar, and minute in a way that is improving student learning. Their study of high schools in six urban school systems yielded the following findings regarding time and attention: (1) Student time in school varies by up to 30 percent across districts; (2) Time allocation is strikingly similar across districts because it is driven by traditional graduation requirements and rigid structure of school schedules; (3) General Education class sizes and teacher loads are not lower for core academic subjects, high needs students, or foundation grade levels; (4) Schools aren't using data to adjust time and attention; and (5) Struggling students get extra attention primarily through special education placement, which can drain resources from general education and instructional support. Appended are: (1) District Summary Characteristics; (2) Average Class Size, by Subject and Grade; and (3) ERS Analytic Methods. A bibliography is included. (Contains 14 figures and 4 footnotes.)