The lack of research on grading policies for handicapped students is pointed out, and results of a survey completed by 14 high schools in New Hampshire are summarized. Results reveal a variety of grading and graduation approaches including weighting grades or courses, developing a basic level curriculum geared for students having academic difficulty in the regular classroom, and using goals specified in students' individualized education programs. A list of 10 common concerns about grading (including that parents are not usually receptive toward alternate methods of grading and that teachers need more training on ways to evaluate student ability and progress) was revealed from the survey, and findings emphasized the need for districts to establish equitable policies regarding grading, credits, and graduation requirements for handicapped students. (CL)