After 14 years of success with year-round scheduling, a Colorado school district returned to a single-track calendar. Among the reasons cited are community members' desire for neighborhood schools and administrator burnout. Lists six suggestions for making year-round education work. (MLF)

Describes the variations of year-round education (YRE) plans being used across the country including the 45-15 plan, and the 60-20 plan used by the Oxnard School District (CA). Discusses the school design needs of YRE programming and the structural planning involved in Oxnard's Christa McAuliffe Elementary School. (MD)

Eight high schools in three California school districts are on multitrack year-round schedules. Interviews with personnel from these schools and from two districts considering a year-round schedule highlight the effect of year-round schedules on student learning, management issues, extracurricular activities, and school culture. (MLF)

Reports success stories from three communities that have changed to year-round education. Lists address of contact persons at the schools and of the National Association for Year-Round Education. (MLF)

Although the Forty-Five-Fifteen extended school year design is a modification of the Nine-Three concept, a school community can receive the same basic results from the implementation of either design. The basic differences are found in the titles of the designs and in the methods of establishing the initial rotating-cycles. (Author/NQ)

This report summarizes the statewide evaluation of Utah's year-round and extended-day schools, two scheduling models developed to expand the capacity of existing school facilities to serve the needs of a burgeoning student population in some Utah school districts. When asked about their family's experience with year-round education, a substantial…

This report examines single- and multi-track educational programs as found in California's public school system, explores the pros and cons of using year-round education (YRE) programs, and how to implement these programs. Each year-round tracking system is detailed using each of their calendars in a side-by-side comparison along with the…

Studies suggest that disadvantaged and migrant students suffer more from retention losses during nonschooling time. Strategies to reduce forgetting include providing year-round schools, shifting supplementary education services to nonschool periods, and reshaping the curriculum to focus on complex and meaningful tasks. (MLF)

Cost issues associated with year-round schools (YRS) are examined in this paper, which asserts that the cost of operating a YRS program depends on a district's classroom space and student population. YRS is recommended if there is a need to utilize classroom space or school facilities more efficiently to accommodate a student population that…

Discusses year-round education (YRE) as a voluntary philosophical orientation within school districts. Presents a group of common organizational patterns that schools throughout the nation have successfully developed when implementing voluntary YRE programs. Includes discussion of the academic and scheduling benefits of YRE programs. (MD)

The September-June calendar makes little sense instructionally or academically, as it was designed for the agricultural economy of the early 1800s. This article suggests that year-round education, originally a response to overcrowding, can benefit students' learning process, increase attendance, and reduce vandalism and instructional costs per…

Presents strategies for solving 13 common personnel problems that frequently emerge with the implementation of year-round schools. Issues focus on staffing and working conditions. (MLF)

Poses six questions for administrators considering a year-round, multitrack school schedule. Discusses probable constraints concerning implementation levels, class organization, staff preparation, and impact on plant maintenance, summer school programs, and community relations. Classroom sharing and summer school present special difficulties;…

Adopting a year-round education schedule can be a traumatic experience in many school communities. A three-part process can help districts implement year-round education: (1) involve as many participants as possible; (2) identify the pros and cons of each factor; and (3) develop a survey instrument to weigh all of the issues. (MLF)

This document presents information for Saskatchewan administrators who are considering rescheduling the traditional school day or school year. It discusses reasons for changing school schedules and identifies educational, societal, and economic concerns around the change. Steps in the change process include: evaluation/needs assessment;…