Institute was established in 1994 for the purpose of expanding the resources available to aid in school reform and to provide assistance in these reforms. The Talent Quest Model of education is a further development of Boykin's concept of the Talent Development Model. Both of these models emphasize the idea that every student can attain academic success as long as he or she is supported properly. The Talent Quest Model has four major pillars: overdetermined success, integrity-based ethos, multiple expected outcomes, and co-construction. Overdetermined success refers to implementing improvement activities and programs in multiple areas of education, which combine to benefit schooling in a way that no single program could. Integrity-based ethos focuses on being respectful and appreciative of the students’ backgrounds and past experiences. Multiple expected outcomes refers to quantifying success by measures other than test scores. Co-construction is the practice of ensuring that these programs are tailored to individual schools. Boykin has researched different aspects of the Talent Quest Model and found support for them. For example, “The effects of movement expressiveness in story content and learning context on the analogical reasoning performance of African American children” (2001) and “The comparative influence of individual, peer tutoring, and communal learning contexts on the text recall of African American children” (2000) were both studies that provided support for specific aspects of the Talent Quest Model. Additionally, Boykin contributed to “Intelligence: knowns and unknowns” (1996) which was a paper commissioned by the American Psychological Association to respond to the book the Bell Curve, a book that argued for the genetic basis of intelligence. The publication of the book resulted in a great deal of debate. In order to facilitate productive, non-politicized conversation about the topic, the APA assembled a task force to assess the facts about intelligence. The paper addressed existing theories on intelligence, how it can be tested, what intelligence test scores have been shown to correlated with, the relationship of genetics to intelligence, the relationship of the environment to intelligence, and group differences in scores. From their review of the literature, the task force asserted that while genetics and the environment are the two most prominent deciding factors in intelligence, very little is truly known about how these factors go about shaping intelligence. Additionally, they stated that the genetic hypothesis (as used in the Bell Curve) does not explain the intelligence test score differences between racial groups. Boykin also