This report discusses the outcomes of a study that explored states' use of extended school year (ESY) programs for students with disabilities during the summer or other periods when school is not in session. Six states were contacted to determine whether any changes had been made to their ESY programs since the inclusion of new regulations on ESY issued in 1999 and to explore other aspects of ESY services. The states included Delaware, Ohio, Utah, Massachusetts, Maryland, and Tennessee. When the results of these interviews were analyzed, a survey of all states was conducted to ascertain whether they currently collect ESY data at the state level and, if not, whether their districts keep such data in a form that would allow it to be complied for state collection. States that do collect these data were also asked to provide a copy of any state level compilations or reports. Results from the study indicate that for the most part, ESY is a district-level responsibility implemented on the basis of individual Individualized Education Program determinations for specific students. Only 13 states collect any ESY data at the state level and only 9 of those states compile any type of report. (CR)