| Sumario: | The article discusses findings of a study designed to compare the administrative leadership of principals in graded and nongraded elementary schools. The study showed that the differences between principals of graded and nongraded schools are in their knowledge of the tenets of nongrading, acceptance of these tenets and administrative performance. The study used three classifications for principals, namely principal of a school where all classes are graded, principal of a school where all classes are nongraded and principal of a school with both graded and nongraded classes. The author concludes that the differences between the two leadership groups appear to be related to organization rather than instruction.
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