This book discusses the anachronistic nature of the graded school structure and the practices that accompany it and proposes the alternative of a nongraded structure. The incompatibility of the graded system with present insights into child development are the the emphasis of the first chapter. Chapter 2 examines the effectiveness of nonpromotion in reducing the discrepancy between grade standards and the realities of pupil attainment in conventional elementary schools. The third chapter refers to the emergence of the nongraded school, citing the need for facilitation of the progress of each pupil. Chapter 4 looks at the nongraded school in operation, with examples from communities and references to administrative considerations. Chapter 5 discusses developing theories of curriculum planning in reference to nongraded schools, focusing on classroom practices. The sixth chapter examines the reporting of pupil progress to the parents. Chapter 7 discusses the mental health of the child in the classroom setting. Establishment of the nongraded school and factors contributing to its successful development are the subjects of the eighth chapter. The final chapter focuses on the elementary school of the past and suggests improvements for the school of tomorrow. A comprehensive bibliography and index are included. (WTH)