Capstone Institute at Howard University
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Capstone Institute at Howard University
Capstone Institute is a multi-disciplinary center that implements and supports school reform and school improvement initiatives that focus on "educating the whole child," and interlinks research, theory and practice in the areas of learning, curriculum and instruction, professional development, social work, policy, parent and community engagement, organizational change, assessment and evaluation, and psychosocial/emotional development. Our academic interventions, community support services, and research activities are conducted by an interdisciplinary team with a demonstrated track record of evidenced-based accomplishments in urban and ethnically diverse schools, districts and communities.

Capstone Institute is an extension of the Center for Research on the Education of Students Placed At Risk (CRESPAR), which operated as a federally funded educational research and development center at Howard University in collaboration with Johns Hopkins University. During its 10 year funding cycle, CRESPAR had the distinction of being the largest federally funded educational research and development center in the history of American education. Along with this sponsorship came the mandate to us from the federal government to be, and to remain in the vanguard in this country in formulating, implementing, evaluating, and ultimately disseminating comprehensive models of school reform and/or school improvement strategies that are driven by systematic, rigorous research.

Capstone Institute continues the mandate of CRESPAR at Howard University by serving as a partner with an expanding portfolio of urban schools and districts to meet the comprehensive psychosocial and academic needs of children and their families through evidence-based programs and practices. Our Talent Quest Model™ of comprehensive school reform and its various components capture this process, which is founded on the continuation of CRESPAR s principles of Talent Development (see below).

Capstone Institute, formerly known as Howard CRESPAR, is physically located on the campus of Howard University at 2900 Van Ness Street, N.W., Holy Cross Hall, Suite 427, Washington, DC 20008.

A. Wade Boykin
B.A., psychology, Hampton University; M.A. and Ph.D., experimental psychology, University of Michigan.

Dr. Boykin is a full professor and the Director of the graduate program in the Department of Psychology at Howard University. From 1994, to 2004 he has served as co-director of the Center for Research on the Education of Students Placed At Risk (CRESPAR), a U.S. Department of Education-funded national research and development center that operated jointly out of Howard University and Johns Hopkins University. He now serves as executive director of the Capstone Institute for School Reform at Howard. Dr. Boykin has done extensive work on research methodology; the interface of culture, context, motivation, and cognition; Black child development; and academic achievement in the American social context. In applying his expertise in these and other areas, he has conducted research and evaluation projects and held workshops for several school districts across the country on topics such as evidence-based approaches to school reform, culturally responsive pedagogy, multicultural education, and minority student achievement.

Dr. Boykin is co-editor of Research Directions of Black Psychologists (Russell Sage, 1979), which was a finalist for the American Psychological Association's 1980 Book of the Year. He currently is completing work on two other books: The Psychology of African American Experiences: An Integrity-Based Perspective (Allyn and Bacon), for which he is the first co-author, and Promoting High Achievement for All Children: Evidence-Based Programs, Practices and Procedures, for which he is first co-editor. He also has published numerous research and theoretical journal articles and book chapters relevant to his research interests.

Dr. Boykin's distinguished professional career includes having served as co-director of the Task Force on the Relevance of the Social Sciences to the Black Experience, Yale University, and as a member of the National Education Association's Emergency Commission on Urban Children; the National Academy of Education's Panel on Strengthening the Capacity for Research to Contribute to Educational Practice and Public Policy; the American Educational Research Association's Panel on Improving Federal Educational Research Programs; the American Psychological Association's Task Force on Scientific Perspectives on Intelligence Tests and Group Differences in Test Scores; and the Minority Student Achievement Network's Research Advisory Panel. He also serves on the editorial board of Sage Publications' book series on Race, Ethnicity and Culture and on the editorial boards of several scholarly journals.

Quote: "We deliberately speak of children being placed at risk, rather than at-risk children. The notion of the at-risk child suggests that the child has some kind of affliction or disorder that is primarily responsible for difficulties he or she experiences in school. The term placed at risk acknowledges that very often these difficulties stem more from a variety of adverse circumstances, including ones that originate in schools themselves, than from a fundamental flaw in the child."

Capstone Institute at Howard University
Capstone Institute at Howard University
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