The author presents a discussion of the current and historical issues surrounding the year-round school movement, the responses of school administrators to the issues, and the data reported by administrators who are currently conducting or have previously conducted extended or year-round school programs. In his discussion, the author deals with such issues as the kinds of year-round programs, the extent to which programs have achieved the goals they were designed to meet, the academic achievement of students, the use of school buildings, teacher and administrator attitudes, the effect of these programs on energy consumption, the relationship between year-round programs and educational innovations, and the costs of various year-round programs compared to traditional programs. (Author/IRT)