A review of research on the feasibility of extending the school day/year is the purpose of this report. The first section discusses the outcomes of such proposals since April 1983 and concludes that they have failed to generate widespread acceptance. The second part assesses the validity of international comparisons used to justify such proposals. It concludes that the comparisons ignore studies that have found no positive relationship between total hours of instruction and student achievement. The last section examines the longer school day/year from the perspective of time-on-task literature, and recommends: (1) more efficient use of existing instructional time; (2) the consideration of different schedules appropriate to different schools; and (3) implementation on an individual basis only after intensive collaborative evaluation. Appendices provide position statements and references in favor of the proposal. An extensive bibliography is included. (LMI)