EDUCATIONAL, SOCIAL, AND ECONOMIC IMPACTS OF RESCHEDULING THE SCHOOL YEAR WERE INVESTIGATED SO THAT, WITH THE PROVISION OF THE SAME NUMBER OF INSTRUCTIONAL HOURS AS ARE INCLUDED IN THE 13 YEAR SYSTEM, STUDENTS CAN COMPLETE THEIR SCHOOLING IN 11 OR 12 YEARS. THE EXPERIMENTAL DESIGN INCLUDED (1) A RURAL TOWN, A SUBURBAN COMMUNITY, A SMALL CITY, AND A LARGE CITY, (2) SUCH ORGANIZATIONAL PATTERNS AS CONTINUOUS MODULES, THREE TRACKS, AND TRIMESTERS, AND THE SERVICES OF A FULL-TIME DIRECTOR. CONCEPTS OF EXTENDED YEAR DESIGNS WERE TESTED ON DIFFERENT TYPES OF SCHOOL SYSTEMS. ASSISTANCE WAS GIVEN TO MODIFY CURRICULUM AND TEACHING METHODS TO CONFORM TO NEW TIME BLOCKS. THE MAJOR PORTION OF THE FUNDS SUPPLIED FOR THE RESCHEDULING OF THE SCHOOL-YEAR PROJECT WAS USED TO REIMBURSE SCHOOL DISTRICTS FOR EXPENSES INCURRED BY THE PROJECT. POTENTIAL SCHOOL REORGANIZATIONS PLANS AND THEIR FINANCIAL IMPACT WERE DESCRIBED. THE CONTINUOUS PROGRESS PLAN FOR GRADES 1 TO 6 IS BASED ON ADDING EXTRA DAYS TO THE SCHOOL YEAR, AS IS THE EXTENDED KINDERGARTEN TO GRADE 12 PLAN, EXCEPT THAT THE FORMER SAVES 1 YEAR IN 6, WHEREAS THE LATTER SAVES 1 YEAR IN 13 BUT PROVIDES GREATER LEARNING THROUGH THE EXTRA DAYS. IN THE MODIFIED SUMMER SCHOOL PLAN, REGULAR SECONDARY COURSES ARE COMPLETED IN SUMMER SCHOOL, THUS ADVANCING GRADUATION. THE TRIMESTER PLAN DIVIDES THE YEAR INTO THIRDS, WITH STUDENTS COMPLETING A NORMAL YEAR'S WORK IN TWO TRIMESTERS. IN THE QUADRIMESTER PLAN, A YEAR'S WORK IS COMPLETED IN THREE QUADRIMSTERS. ADDITIONAL STUDIES COMPARED THE LENGTH OF THE SCHOOL YEAR IN THE UNITED STATES WITH THOSE IN OTHER COUNTRIES AND SURVEYED COLLEGES AND HIGH SCHOOLS TO DISCOVER EXPERIENCES WITH AND REACTIONS TO RESCHEDULING. IT WAS FOUND THAT MANY COLLEGES ARE FLEXIBLE ABOUT ADMITTING QUALIFIED HIGH SCHOOL STUDENTS DURING THE SCHOOL YEAR, AND THAT MANY HIGH SCHOOLS HAVE TAKEN STEPS TO ALLOW INTERESTED HIGH SCHOOL STUDENTS TO ENTER COLLEGES DURING THE YEAR WHEN THERE ARE OPENINGS.