The Knox County extended school year (ESY) program emphasized K-12 curriculum improvement. During the trial of the ESY scheduling and curriculum changes, there was an increase in English and social studies scores at the high school, an increase at all levels in the extent to which students perceived that individualization of instruction was taking place, no change in average daily attendance (even during the summer quinmester), a decline in the high school dropout rate, an increase in the use of library references, and an improvement in an already favorable attitude toward school at all levels. It was not possible to isolate the effects of ESY in these areas from the effects of other factors. However, the data indicate that ESY was certainly not a negative influence, and in some cases the effect appeared to be quite positive. Parents at all levels and many staff and administrators responded positively to the ESY changes. The planned three-year project was cut short after two years because school board members did not feel the extra expenditures associated with the summer quinmesters were justified for such a small proportion of the students (13 percent one summer, 11 the next). (Author/IRT)