In designing the evaluation of year round schools (YRS) in Cherry Creek, four questions dealing with major concerns in determining the effectiveness of YRS were posed: What are the characteristics of school programs associated with YRS? What is the reaction of parents to the YRS, its inconveniences and conveniences? What are the effects of YRS on student achievement? What are the costs of YRS compared to the costs of alternative scheduling systems? These four questions serve as a framework for organizing the evaluation report. Among the findings are that roughly two-thirds of the parents prefer the YRS to the traditional schedule; when pupils in YRS are matched on intelligence quotient and sex with pupils in traditional schools in the district and achievement test scores are compared, no important differences between YRS and traditional school pupils are observed at grades 3-6 in vocabulary, language skills, work study skills, or arithmetic; YRS and traditional schools have essentially equal operating costs; and converting traditional schools to YRS is cheaper than building new schools or adding to existing buildings. (Author/IRT)