A review of available literature on extended school year (ESY) programming (1972-1988) is structured around an exploration of 11 questions developed by special education administrative personnel. Issues addressed include how regression/recoupment (R/R) is measured; the related concepts of generalization and maintenance; how R/R is related to handicap, severity, age, and environmental factors; who should receive ESY services and under what conditions; reduction of subjectivity in determining ESY eligibility; and alternative programming approaches. Relevant studies are cited in a discussion of each issue, with brief answers to the initial question summarized at the end of each section. Among conclusions drawn are the following: R/R is best viewed as a highly individualized phenomenon. Factors that could indicate a need for ESY include handicap severity, measured regression in cognitively learned material, degree of potential for generalization and maintenance, and medical conditions. Direct, ongoing assessment for ESY eligibility should focus on individualized education program (IEP) objectives, use a variety of sources and methods, and occur frequently. ESY programming should involve modification of regular school year instruction in order to maximize the potential for generalization and maintenance during the summer interruption of instruction. (JW)