Abstract
This study aimed to resituate the critical educational theory of correspondence and a hidden curriculum in public schools within the modern critical landscape of time precarity. Through a mixed-methods exploratory design, this study employed and refined a novel survey instrument to measure educator perceptions of time governance in schools and its relationship to the predominant socioeconomic class status of their students. The quantitative findings indicated strong support for the governance of student time, but the sample size limited its ability to determine variations by student socioeconomic class. Interviews were conducted to contextualize the quantitative data and explore teacher practices as they relate to perceptions. The interview findings provided strong support for the correspondence theory aligned to the modern research on time precarity and its variations by socioeconomic class. The report also includes analysis of the implications of the study and recommendations for future research.