Results from the first year of implementation of year-round schools in a school district that educates students from a medium-sized city and the surrounding county are presented to add to the body of knowledge about year-round schools. Two single-track, year-round elementary schools (kindergarten through grade 5) were established in Durham (North Carolina). One school adopted a core knowledge curriculum, while the other chose a more traditional approach. Both were attendance zone schools, rather than magnet schools, but in both cases a majority of parents had to approve the year-round concept and parents were allowed to send their children to other schools. Evaluation data supported the conclusion that the year-round schools had a significant positive effect on the achievement of students. There was also reason to believe that instructional planning at the school level was improved by the need to coordinate assessment and remediation services. Although disadvantaged students did not participate in the enrichment programs and the remediation programs between the sessions to the extent planners had hoped, those students who did receive the inter-session remediation were better prepared to resume their educations after breaks. The schools can be considered an important addition to the learning opportunities in the Durham schools. (Contains eight tables and six references.) (SLD)