Socio-cultural and' within-school factors tOOt affect the quality of implementation of school-wide programs. (Report No. 28). Baltimore, MD: Centre for Research on the Education of Students placed at Risk

publication do not necessarily reflect the position or policy of OERI, and no official endorsement should be inferred. iii The Center Every child has the capacity to succeed in school and in life. Yet far too many children, especially those from poor and minority families, are placed at risk by school practices that are based on a sorting paradigm in which some students receive high-expectations instruction while the rest are relegated to lower quality education and lower quality futures. The sorting perspective must be replaced by a “talent development ” model that asserts t t all children are capable of succeeding in a rich and demanding curriculum with appropriate assistance and support. The mission of the Center for Research on the Education of Students Placed At Risk (CRESPAR) is to conduct the research, development, evaluation, and dissemination needed to transform schooling for students placed at risk. The work of the Center is guided by three central themes — ensuring the success of all students at key development points, building on students ’ personal and cultural assets, and scali g up effective programs — and conducted through seven research and development programs and a program of institutional activities. CRESPAR is organized as a partnership of Johns Hopkins University and Howard University, in collaboration with researchers at the University of California at Santa Barbara