Nongraded programs attempt to individualize instruction through the systematic assignment and reassignment of the pupil to classes consistent with his performance level. This evaluation of the nongraded program at Powel Elementary School (Grades 1-6) indicated that individualization of instruction did occur at Powel and that the pupils' performance in reading and arithmetic, on the Iowa Test of Basic Skills, was significantly improved over the previous year. In addition, nongraded pupils attained higher levels of independent study skills than most of their peers in graded schools. Instructional modifications suggested for implementation at Powel include upgrading program offerings and materials for the upper-level pupils, reassigning pupils on a more frequent basis, and increasing intra-teacher conferences. To provide greater program effectiveness, additional in-service training and preparatory periods, supplies and secretarial services are recommended. An administrative-roster chairman and a full-time Instructional Materials Center Assistant are additional enabling recommendations. (CK)