Despite an evaluation study that showed no differences in student achievement between students in traditionally scheduled schools and in year round schools (YRSs), school personnel continued to provide anecdotal evidence of educational benefits in YRSs. In this oral testimony, the continuity of the learning process was stressed. Because the student is on vacation for only 15 days, he fails to build up nonschool behaviors that teachers find so disruptive among students who have lived outside the school for three months. This more refined examination of learning opportunity and student achievement included surveys of students and teachers and a comparison of student performance on locally made tests designed to measure the achievement of sixth-grade mathematics students as measured against district goals. Interviews with teachers provided evidence that less post-vacation time was spent reviewing pre-vacation material in the YRSs. Student attitudes about going back to school, disruptions, and retention were better for students at YRSs than for the control group. There was, however, no significant difference in the achievement between the two groups. Appendixes include the teacher interview schedule, the student questionnaire, and the test given the students. (Author/IRT)