A number of school divisions have entered year-round education without fully realizing the effects of such a program on the family and the community. Family vacations, child care, and routine living are disrupted by year-round educational programs. Community recreational facilities, church activities, public service programs, police work, and private foundations are required to alter their traditional patterns of operation. The author attempts to underline the complexity of appraising the impact of year-round schools on community life without carefully collected research data, while considering briefly the possible effects of year-round school on family, religion, and delinquency rates. However, he hypothesizes that the community will be affected by a change to a year-round school calendar insofar as such a change requires an adjustment in the precarious routinization of community interest clusters competing for authority and influence on matters related to the child's socialization process. (Author)