The idea of converting to year-round education (YRE) comes from different sources, such as communities concerned about idle youth and taxpayer groups upset about empty buildings during the summer. The most prevalent reasons are overcrowded schools and unavailable construction funds, due to failed school bond proposals or refusal to raise taxes. This paper relates the history of the YRE movement and its current status, discusses various plans in use, and examines the concept's advantages and disadvantages. Although many early 20th century experiments failed, YRE was reborn in 1969-71, peaked in 1976 (with over 600 schools in 28 states), and by 1980 had declined to 287 schools. By 1986-87, the number had risen to 408 public schools in 14 states, mostly elementary schools. California, the Proposition 13 state, accounted for 291 of these YRE public schools in 1986-87. A dozen year-round plans are presented and implementation comments provided. All plans can be used to diversify and enrich instruction, to accelerate completion of normal requirements, and to accommodate more pupils and adults in existing facilities. Year-round education is not a panacea for all public education programs. In some districts, the concept has evolved to a viable educational plan; in others, it has proved unworkable. Converting to YRE creates many difficulties and shows no clear advantages. The only systems benefiting over time are those for whom overcrowding had become a devastating problem with no alternative solution. Included are 25 notes and 31 references. (MLH)