The Virginia Beach City School System has utilized an experimental school year plan known as 45-15. Under this plan, schools remain in session throughout the year and students are assigned to one of four attendance cycles which begin 15 days apart. As a result of the staggered attendance pattern, only three groups (cycles) of students are in attendance at any particular time. The primary purpose of this evaluation was to assess the possible negative side-effects of the new attendance schedule by focusing on student achievement and student attitudes at the end of the first year of year-round education. General conclusions are that students in the fourth, fifth, and sixth grades in pilot schools suffered no adverse effects on achievement in reading or mathematics, nor on attitudes toward learning or school, as a result of year-round schooling. Specifically, data suggests that sixth grade students improved in reading and mathematics, while their attitudes toward learning and school were more positive. Students with poor attitudes toward learning and towards school and relatively high ability students seemed to benefit from year-round schooling. Findings suggest continuance or expansion of year-round education at Virginia Beach. (Author/BJG)