This handbook has been designed to serve as a resource book to familiarize teachers with the basics of nongrading. The opening chapter provides the general rationale, followed by a concise explanation of the philosophy and theory of nongradedness. Other chapters deal with the need for nongradedness and its implementation, the role of the teacher, scheduling, grouping, and pupil evaluation. The basic issues involved in developing a sequential curriculum are then discussed, and their implications for the language arts, mathematics, and social studies programs are dealt with in detail. A report on visits to five nongraded schools is given to show some of the processes of implementation and the variety of practices which may be employed. The document also has an extensive bibliography. (MBM)