This article reports on school reform interventions and outcomes of the Howard University Center for Research on the Education of Students Placed at Risk (CRESPAR)/Capstone Institute, which uses evidenced-based strategies to promote the academic achievement and social competence of Black children, especially Black children who are from low-income Black families. This article includes a description of the "participant action research" and the "whole child" approaches employed by CRESPAR/Capstone Institute and the Talent Quest Model (TQM) of school reform. Selected program components and empirical reports of Talent Quest research and development projects are discussed, along with challenges in conducting school reform interventions. Implications for policy and practice are also discussed.