Mossie J. Richmond, Jr. responds to Keith Baker's criticisms directed at "Effects of Extended School Year" (Education, 97, 392-8), maintaining that Baker has criticized research and research methodology with which Baker has never come in contact. Richmond presents definitions, classifications, and rationale for his research methodology.…

Critically reviewing the conclusions of Mossie J. Richmond, Jr. in "Effects of Extended School Year" (Education, 97, 392-8), this article asserts that Richmond's methodology was unsuitable for year-round school cost analysis and that year-round schedules do, in fact, save money. (JC)

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)

The extended school year is presented as an educational alternative to help deter juvenile delinquency, the argument being that youth engaged in formal school environments are less apt to be inclined toward crime. (JC)