Alternatives to the current system of graded classes and ability grouping are examined that would allow teachers to balance individual student needs with practical considerations in instructional delivery. In addition to reviewing the alternatives, the research that has examined these approaches is reviewed and synthesized. The three alternative grading practices reviewed are: (1) non-graded schools; (2) multigraded classrooms; and (3) the Joplin Plan, developed in Joplin (Missouri), as a system of instructional grouping within a graded school in which students are regrouped for instruction in a specific skill by ability without regard to grade level or age. Overall, research reviewed for this paper provides inconsistent support for the use of non-graded and multigraded classes over traditional practices. In contrast, the use of the Joplin Plan is well-supported by research. Although findings are inconclusive, no detrimental effects were attributed to any of the alternative plans. Suggestions for further research are given. There is a 28-item list of references. (SLD)