An experimental group of 51 students from non-graded and three matched groups of 187 pupils from graded programs were studied to determine the relative effectiveness of non-graded and graded approaches to elementary education and whether any differences found at the end of six years of schooling remained after both groups had been exposed to a full year in the seventh grade of traditional junior high schools. Data from batteries of cognitive and affective tests measuring 31 variables revealed few differences between graded and ungraded groups. (Author/GDC)