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 majority of patrons responded positively. However, 15 to 20 percent reported problems with vacation, child custody, and multiple schedules. Teachers responding to two questionnaires indicated they did not experience extreme stress except in certain areas including parent teacher conferences, paperwork, salary, and student-teacher ratio. Teachers indicated that the year-round schedule benefitted student attitudes and achievement. Observers found year-round schools to be operating smoothly; students were generally well-behaved and on task. Year-round schools appear to benefit student achievement and have lower overall per student costs. Extended day patrons reported little change for their families. Patrons (36 percent) expressed some concern over the size of specialty classes. Some felt there was less individual attention to students, a more crowded feeling, and less quality information concerning student progress. Although a majority of extended-day teachers felt they could meet their students' needs, many felt they saw too many students daily and that parent relations were more difficult. Although extended-day schools did not show significant test score gains, the program was not found harmful to student achievement. Educational costs were higher on the extended-day schedule than before the program's implementation although per student utility cost and cost per student for teachers remained the same. Several recommendations are provided. (MLH)