Most school practitioners, policymakers, and patrons hold strong opinions on year-round education (YRE). This paper determines which of the various assertions made about YRE are supported by research findings and evaluation studies of YRE. Specifically, the paper summarizes and synthesizes what is currently known about the impact of YRE on important educational outcomes. It explores each of the following considerations: national trends in YRE; North Carolina trends in YRE; definitions of YRE; extended-year schedules (EYS); and alternative YRE schedules. Although research is incomplete and, in some cases, of questionable validity, some patterns have emerged. Prior research generally supports the following statements about the impact of YRE: (1) Students in YRE will maintain or improve their academic achievement, exhibit better attitudes toward school, improve their overall attendance, and drop out of school less often; (2) teachers will have somewhat better attitudes toward school, exhibit less absenteeism, feel more professional, and report greater stress while in session (but less burnout across the year); (3) a strong majority of parents will favor a well-implemented YRE program and a minority of parents will resist any YRE program; (4) vandalism and burglary of school property is likely to decrease slightly; (5) overall, single-track YRE programs cost the same or more than traditional programs; and (6) multitrack YRE programs can result in significant cost savings. Seven tables are included. Appendices contain three figures that illustrate various YRE schedules. (LMI)