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RESEARCH Home / Insights / Research / Research at the Center The Rutgers Center for Effective School Practices has decades of experience conducting rigorous research as well as research-informed programming and evaluation initiatives across educational contexts. Our research collaborators and client partners include school districts, schools and institutions, professional development providers, educational content and curricula creators, university consortia, health educators, industry- and discipline-specific associations, workforce development entities, and learning-related practitioners. Drawing on expertise in study design, mixed methods research, and data analytics, the center regularly leads and collaborates on multidimensional projects that address diverse professional needs. Our research services target problems of practice – as well as opportunities – related to program management, assessment, and organizational effectiveness, among other areas. We are in constant pursuit of greater understanding about research and evaluation best practices, and we critically assess our own work so as to continuously optimize our research value and to support the field of research overall. Explore our research publications and presentations in the sections below. Contact us to discuss research topics or collaboration opportunities. Featured Research This research brief shares an analysis of high school computer science participation among seven U.S. schools over six academic years. Six-Year Study of High School Computer Science Participation Rutgers CESP Research Brief The results of a national survey addressing professional development in rural schools are explored. Themes include decision-making, job-embedded programming, learning objectives, quality, and school culture. Job-Embedded Professional Development Programs in Rural Schools Published through 100Kin10 Grand Challenges Insights from a literature review on online professional learning communities and their advantages, challenges, and emerging best practices are discussed in this report. Lit Review Explores Online Professional Learning Communities Published by REL-MA Research Archive Year Title Authors Description 2025 A University-led Computer Science Education Summit: Meeting the Moment with Actionable, Relevant, and Timely Explorations Cynthia L. Blitz, Fran Trees, David J. Amiel, and Daryl Detrick Development of the 2024 Rutgers University Computer Science Summit and how the event content and mechanics integrated to meet targeted goals are the focus areas of this conference presentation. 2025 High School Computer Science Participation: A 6-Year Enrollment Study Cynthia L. Blitz, David J. Amiel, & Teresa G. Duncan This research brief shares an analysis of high school computer science participation among seven U.S. schools over six academic years. 2025 Building Elementary Computer Science Educators' Capacity: A Workshop to Improve Content and Pedagogical Knowledge David J. Amiel, Cynthia L. Blitz, & Taylor G. Clough Planning a professional development workshop for elementary educators who are delivering computer science education as part of their school-based curricula is the focus of this journal article. 2024 Integrating Curricular Resources into CS Classrooms Fran Trees, Cynthia L. Blitz, & David J. Amiel How to find, select, use, and share computer science education lesson plans, worksheets, activities, slides, projects, and other curricular resources is the focus of this presentation. 2024 Virtual Leadership Summit Design and Impact: Advancing K-12 Computer Science Education Cynthia L. Blitz & David J. Amiel This in-depth analysis reviews a virtual summit to engage school and district leaders for advancing K-12 computer science education, with emphasis on promoting inclusive practices and strategies to navigate educational disruptions. 2023 2023 Tech Tactics Conference Accessible Data Dashboards & Visualizations as Pragmatic Planning Tools for Educators David J. Amiel Through real-world examples and case studies, this presentation demonstrates ready-to-use techniques, tools, and dashboards for infusing informed data use into educational decision making. 2023 Community-Engaged Pedagogy by Design: Practical Strategies for Promoting Transformative Learning Cynthia L. Blitz, Itzhak Yanovitzky, & David J. Amiel This exploration of two models of community-engaged pedagogy reviews learning outcomes, learning experiences, and community benefits as well as practicalities of planning, designing, and executing. 2023 Building Computer Science Education Capacity in Middle Schools: A University-District Partnership Cynthia L. Blitz & David J. Amiel This paper presents processes for a university-district partnership that responsively supports schools' development, implementation, and refinement of middle school computer science education. Page 1 of 4

RESOURCES Home / Insights / Resources / Professional Resources Our center’s commitment to building the capacity of education stakeholders to develop and deliver high-quality, evidence-based instruction and learning opportunities is a point of pride. To support and shape best practices within and beyond educational contexts, the Center for Effective School Practices creates professional resources that aim to bolster practitioners’ abilities to improve learning among individuals, teams, groups, and entire institutions. Featured Resource Explore and Compare Introductory Computer Science Curricula Explore and Compare Introductory Computer Science Curricula This tool features detailed information on eight different curricula for middle school introductory computer science, including approaches to teaching, whether through games, storytelling, or other engaging methods. Access the Resource Resource Collection Many of the resources listed here were developed in alignment with the center’s recent focus on scalable mechanisms for improving computer science education across the K-12 continuum. You also will find resources for recruiting schools to participate in research. Explore these sets of practitioner-facing resources, such as lesson packages, curricula development guides, professional development content, and other ready-to-use materials. We will continue to post new resources on this webpage, so check back often and follow our center on social media for updates. Year Resource Description Tags 2024 School Recruitment Resource Packet This guide describes the center’s outreach process and communication materials, which leverage research recruitment principles related to personalized messaging, potential positive impacts, and incentives. research; schools and districts; outreach and engagement 2024 Middle School Introductory Computer Science Curriculum Crosswalk This tool features detailed information on eight different curricula for middle school introductory computer science, including approaches to teaching, whether through games, storytelling, or other engaging methods. computer science; course and curriculum planning; online tool 2024 Computing Concepts: A Four-Part Professional Development Video Series for Middle School Educators At-your-own-pace video modules in this four-part professional development series include: Impacts of Computing, Networks, The Internet, and Protocols. computer science; professional learning; videos 2023 CS Professional Learning: A Ready-To-Use Component Library These professional development resources – slides, facilitator notes, and ready-to-implement materials – are designed for those who are teaching and training others to deliver computer science education. computer science; professional learning; videos 2022 New Jersey Parents’ Views of Adolescent Depression Screening A statewide survey of parents reveals strong support for adolescent depression screening, tempered by concerns about stigma, privacy, and the administration of school-based programs. parents; mental health; public policy; acceptability Page 1 of 3

Back to Research The Capacity-Opportunity-Motivation (COM) Model of Data-Informed Decision-Making in Education Itzhak Yanovitzky & Cynthia L. Blitz Schools and districts continue to struggle with implementing data-informed decision-making, considered a powerful driver of school improvement and student achievement. “The Capacity-Opportunity-Motivation (COM) Model of Data-Informed Decision-Making in Education,” authored by Rutgers research professors Itzhak Yanovitzky and Cynthia L. Blitz and presented at the Ninth International Conference on Education and New Learning Technologies (EDULEARN17), introduces the COM model as a means for tracking and evaluating the mechanisms and processes that can support effective data-based collaborations. Topics discussed in the paper include: Effective data-based collaborations that may facilitate institutionalization of data use routines are not well articulated. Key COM components and mechanisms that can productively guide the design, implementation, and evaluation of collaborative data use interventions, as extracted from an integrative review of the research utilization literature on data use in teams. Findings relative to individual- and team-level COM variables. The placement of “data use” on a behavioral continuum that can inform the design and implementation of interventions and collaborative structures tailored to educators and organizations. The use of COM for connecting program inputs to outcomes and for diagnosing areas that could benefit from targeted investments. July 2017 Conference: International Conference on Education and New Learning Technologies Location: Barcelona, Spain DOI: 10.21125/edulearn.2017.2329 This paper describes the capacity-opportunity-motivation model for tracking and evaluating the mechanisms and processes that can support effective data-based collaborations in education. Citation Yanovitzky, I., & Blitz, C. (2017). THE CAPACITY-OPPORTUNITY-MOTIVATION (COM) MODEL OF DATA-INFORMED DECISION-MAKING IN EDUCATION. EDULEARN17 Proceedings, 5895–5901. https://doi.org/10.21125/edulearn.2017.2329 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

PROJECTS Home / Insights / Projects / Projects at the Center In addition to our work providing services to teams, school districts, and other organizations, Rutgers CESP also leads or partners on a number of projects spanning multiple domains. Thanks to the center's highly skilled team and decades of experience, Rutgers CESP frequently secures funding from local, state, and federal government agencies as well as private corporations and foundations. Since 2010, Rutgers CESP has secured over $22 million of funding through competitive awards and contracts, developing an expansive portfolio of research grants, program evaluations, and other initiatives to support practitioners and other professionals within and beyond education. Explore a selection of the center's projects below. We are an agile team, well positioned to identify and respond to intersectional problems of practice in many contexts, from education and educational policy to workforce development, public health, training programs, and beyond. If you are searching for an experienced and thoughtful partner for your next grant, or looking to bring a project to fruition, let's connect . Educational Research, Practice, & Policy Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS 2021-2026 U.S. Department of Education Rutgers researchers are collaborating with partner schools and industry and education experts to develop and implement a technical assistance framework that involves tailored, purposeful professional learning in the integration and expansion of middle school computer science (CS), with a focus on universal access to computer science education. The Computer Science Teaching and Learning Collaboratory (CS-TLC) 2018-2022 National Science Foundation A researcher-practitioner partnership between NJ and PA school districts and Rutgers, CS-TLC aims to broaden the participation of historically underrepresented student populations in computer science through rigorous and equitable practices. iStronG (Inclusive, Strong, and Green): A Student-Centered Systems Thinking, Place-Based, and Technology-Driven Curriculum 2018-2022 National Science Foundation iStronG involved development and implementation of the curriculum as well as training for college access professionals (program staff from four Upward Bound programs) who would be teaching and working with students. Leadership & iSTEAM for Females in Elementary School (LiFE) 2018-2021 National Science Foundation CESP served as external evaluator for LiFE by gathering data to inform the project team about needs and effective practices to share successes and improve project effectiveness. Diverse Teachers for Diverse Schools 2018-2020 New Jersey Department of Education Influenced by research demonstrating gains in learning for minority students taught by teachers from similar backgrounds, this collaboration with a consortia of charter schools addressed teacher recruitment, mentoring, and induction strategies. Regional Education Laboratory Mid-Atlantic (RELMA) 2012-2017 Institute of Education Sciences Dr. Blitz served as the Research Alliance (RA) Task Lead, fostering partnerships with regional stakeholders. Training & Development Biomedical Excellence Achieved through Coaching Networks (BEACON) 2023-2028 National Institutes of Health Hypothesis-driven research examines the impact of individualized coaching on biomedical Ph.D. students in terms of short-term outcomes (e.g., self-efficacy, resilience, reduced anxiety, depression) and sustained positive effects (degree persistence, goal attainment, ease in career transitions, tangible scholarly outputs). Rutgers Computer Science Education Professional Learning Hub 2021-2022 New Jersey Department of Education The center collaborated with the university’s computer science department to establish, maintain, and expand a central New Jersey-based hub offering access to differentiated and sustained computer science education professional learning opportunities. New Jersey Early Learning Training Academy (NJ-ELTA) 2014-2016 New Jersey Department of Education This professional development initiative aimed to create and deliver research-based training and technical assistance to early childhood educators and key stakeholders throughout the state. Formative Assessment 2013-2015 New Jersey Department of Education A two-year Formative Assessment program was designed to support the increasing need to improve New Jersey educators’ data literacy related to assessment-driven English Language Arts (ELA) instruction. Common Core Academy 2013-2013 New Jersey Department of Education The center developed, coordinated, and implemented a week-long professional learning event that provided training to more than 230 New Jersey teachers and administrators on the practical application of the Common Core State Standards. Health & Public Policy Employment, Development, Guidance, and Engagement (EDGE) 2022-2025 N.J. Commission for The Blind As the external evaluator, the center collaborates with EDGE stakeholders to assess the program’s efficacy and impact. The comprehensive evaluation involves detailed reviews of program implementation, mentor and staff engagements, student achievements, and overall outcomes. New Jersey Alliance for Clinical and Translational Science (NJ ACTS) 2019-2031 National Institutes of Health In the capacity of internal evaluator for NJ ACTS, the center works within the large-scale project that involves health care providers and clinical researchers across Rutgers Health, New Jersey Institute of Technology, and Princeton University. Project ASPEN: Active Surveillance of Policy Ecosystems and Networks to Enhance Brokering of Research Evidence into State Policymaking 2019-2022 William T. Grant Foundation The project’s primary goal was to collaborate with the National Alliance on Mental Illness – New Jersey, an established patient advocacy organization, to produce and disseminate research relevant to implementing universal screening for adolescent depression in public schools. Improving the Provision of Mental Health Care for Patients with End-Stage Renal Disease and Their Caregivers 2017-2018 Patient-Centered Outcomes Research Institute (PCORI) This project was intended to better understand the experiences of patients suffering from end-stage renal disease, their caregivers, and their healthcare providers in acquiring, receiving, and communicating information about treatment options and decision-making.

Back to Research Science of Dissemination and Implementation-The Capacity-Opportunity-Motivation (COM) Model of Data Use in Teams Itzhak Yanovitzky & Cynthia L. Blitz In this poster presented by Rutgers researchers Cynthia L. Blitz and Itzhak Yanovitzky at the Academy Health Ninth Annual Conference on the Science of Dissemination and Implementation in 2016, the COM (Capability, Opportunity, Motivation) model is described as a holistic approach to understanding and improving data use within organizational teams. The framework explains how individuals and teams can effectively integrate data-driven practices through three dimensions. Data use capacity focuses on developing essential skills and competencies and involves building data literacy. Capacity is shaped by both objective skills and subjective experiences, recognizing that prior interactions with data significantly influence future engagement. Opportunity addresses the structural and environmental conditions supporting data use. This includes developing robust infrastructure for data sharing, integrating data workflows into organizational procedures, and creating external incentives that encourage data-driven decision-making. Motivation plays a crucial role in driving data use. The model examines key psychological factors where individuals assess potential personal and organizational benefits. Self-efficacy is a critical component, reflecting an individual's confidence in using data to accomplish specific tasks. Social norms and perceived barriers further modulate motivation. Blitz and Yanovitzky argue that team data-use routines emerge from the intersection of these themes, and that effective teams leverage diverse expertise, maintain positive leadership, and prioritize communication and conflict management. They believe the COM model provides a blueprint for organizations seeking to transform their data use practices, highlighting the interconnected nature of individual capabilities, team dynamics, and organizational support. December 2016 Conference: Academy Health 9th Annual Conference on the Science of Dissemination and Implementation Location: Washington, DC The poster presents a COM (Capability, Opportunity, Motivation) model as a holistic approach to considering data use routines and integrating data-driven practices more effectively within organizations. Citation Blitz, C.L., & Yanovitzky, I. (2016, December). The Capacity-Opportunity-Motivation (COM) Model of Data Use in Teams. Academy Health 9th Annual Conference on the Science of Dissemination and Implementation . Washington, DC. Retrieved from https://cesp.rutgers.edu . View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Improving Use of Research Evidence: Insights from Communication Science Itzhak Yanovitzky & Cynthia L. Blitz "In the article titled “Improving Use of Research Evidence: Insights from Communication Science,” published in the June 2020 issue of NNERPP Extra, a quarterly magazine produced by the National Network of Education Research-Practice Partnerships, Rutgers research professors Itzhak Yanovitzky and Cynthia L. Blitz advocate that research use should be viewed as a continuum rather than a binary state of use versus non-use. They say that traditional approaches to evaluating use of research evidence often incorrectly measure success by tracking what evidence is used rather than how it is used, and that this approach fails to acknowledge the complex cognitive and social processes involved in seeking, acquiring, filtering, interpreting, and applying research evidence. Instead, they advocate that organizations should map users' evidence routines to understand their unique contexts. The authors posit that many interventions targeted use of research evidence incorrectly assume there are capacity or opportunity gaps, whereas motivation may be the actual barrier. Effective solutions require accurate problem identification, they write, and use of research evidence depends on three key factors: Capacity: users' skills and tools for finding and interpreting evidence Motivation: internal drivers (perceived value, social norms) and external incentives Opportunity: structural factors like access to research, time constraints, and support resources Communication science places audiences at the center of research evidence use through two key approaches: Targeting: identifying homogeneous sub-audiences who would benefit from similar interventions, based on relevant dimensions like capacity, motivation, and opportunity rather than demographics Tailoring: customizing interventions to address specific audience needs, such as building self-efficacy for those who lack confidence or offering incentives to those who don't see value in research use The authors emphasize the importance of pretesting communication approaches and anticipating unintended effects, acknowledging that research must be interpreted responsibly to avoid bias and misuse." June 2022 Journal: NNERPP; Vol. 2 Issue 2 DOI: 10.25613/CGME-S465 This article reviews factors associated with use of research evidence in policy and practice and advocates for an audience-centered approach to enable users to integrate research into their decision making. Citation Suggested citation: Yanovitzky, I., & Blitz, C. (2020). Improving Use of Research Evidence: Insights from Communication Science. NNERPP Extra , 2(2), 10-13. https://doi.org/10.25613/CGME-S465 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Advancing Women in STEM: Assessment and Evaluation of Programs Cynthia L. Blitz The diversity gap in STEM presents both a challenge and opportunity for higher education. Despite high interest from first-generation students, women, transfer students, and marginalized groups, these populations remain underrepresented in science and technology fields. This presentation at the Big Ten Academic Alliance Summit Series on Advancing Undergraduate Women in STEM by research professor Cynthia L. Blitz, titled “Advancing Women in STEM – Program Survey Results,” documented program offerings and best practices at the alliance universities across themes of the Summit and as found in the data from the completed surveys. This included the identification and analysis of barriers to and facilitators of broadening participation. The presentation recommended a roadmap for the alliance universities to perform their own evaluations of individual strengths and weaknesses. A post-presentation plenary discussion further detailed setting program goals and implementing evaluation tools. This presentation was part of the series launch at Rutgers University–New Brunswick. June 2019 Conference: Big Ten Academic Alliance Summit Series on Advancing Undergraduate Women in STEM Location: New Brunswick, New Jersey This presentation reviews university-based programs and best practices and offers evidence-based assessment frameworks for initiatives promoting female participation and success in STEM fields. Citation Blitz, C.L. (2019, June). Advancing Women in STEM: Assessment and Evaluation of Programs [Invited Speaker]. 2019 Undergraduate Women in STEM Summit, New Brunswick, NJ. Retrieved from https://cesp.rutgers.edu . View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research A University-led Computer Science Education Summit: Meeting the Moment with Actionable, Relevant, and Timely Explorations Cynthia L. Blitz, Fran Trees, David J. Amiel, and Daryl Detrick In a conference paper titled “A University-Led Computer Science Education Summit: Meeting the Moment With Actionable, Relevant, and Timely Explorations,” presented at the 2025 International Technology, Education, and Development Conference (INTED2025), authors Cynthia L. Blitz, Frances Trees, David J. Amiel, and Daryl Detrick describe the design, implementation, and impact of the Rutgers University Computer Science Summit that took place in December 2024 on campus in Piscataway, New Jersey. The summit was attended by over 200 K-12 educators, administrators, and other stakeholders across the state. The conference paper shares a detailed account of the development of the computer science education summit and how both the content and mechanics of the event worked to meet its goals: connecting computer science educators with high-quality professional learning; authentically exploring the emerging fields of artificial intelligence and cybersecurity; and providing a forum to clearly understand locally relevant policy matters. Topics discussed in the presentation and paper about the summit include: Design of the summit, including program content, delivery, and networking opportunities as well as coordination mechanics such as marketing, registration, and event flow. Deliberate focus on artificial intelligence and cybersecurity topics. Policy matters, such as computer science teacher certification and student learning standards. Post-event survey results, including attendees’ ratings of impactful experiences. Key insights, such as how the structure of the event itself contributed to its success. March 2025 Conference: 19th International Technology, Education and Development Conference Location: Valencia, Spain DOI: 10.21125/inted.2025.0617 Development of the 2024 Rutgers University Computer Science Summit and how the event content and mechanics integrated to meet targeted goals are the focus areas of this conference presentation. Citation Blitz, C., Trees, F., Amiel, D., & Detrick, D. (2025). A UNIVERSITY-LED COMPUTER SCIENCE EDUCATION SUMMIT: MEETING THE MOMENT WITH ACTIONABLE, RELEVANT, AND TIMELY EXPLORATIONS. INTED2025 Proceedings, 2174–2180. https://doi.org/10.21125/inted.2025.0617 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Resources School Recruitment Resource Packet Recruiting Schools to Participate in Research Projects This guide describes the center’s outreach process and communication materials, which leverage research recruitment principles related to personalized messaging, potential positive impacts, and incentives. Suggested Citation School recruitment resource packet. Extending the CS pipeline: Enhancing rigor and relevance in middle school computer science . Rutgers University Center for Effective School Practices. (2024). https://eric.ed.gov/?q=recruitment+&ff1=dtyIn_2024&id=ED653944 Recruiting schools to participate in research projects has become increasingly challenging in the past several years. Research in schools was next-to-impossible during the COVID-19 pandemic, and the aftermath of the pandemic has made research a lower priority for schools trying to regain COVID-related academic losses. The School Recruitment Resource Packet is intended to support researchers’ recruitment efforts by sharing details about the Rutgers Center for Effective School Practices’ outreach process and the materials used to communicate with schools. The Center’s approach followed generally accepted principles of research recruitment, including: use of personalized messages. emphasizing the research project’s potential positive impacts. highlighting incentives being offered to participants. School Recruitment Resource Packet .pdf Download PDF • 1.72MB Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Resources Research Brief: Social-Emotional Learning (SEL) in Response to COVID-19 Addressing trauma and supporting student well-being through SEL This brief explores how schools can implement trauma-informed social-emotional learning (SEL) to address the academic and emotional impacts of COVID-19, especially for the most vulnerable students. Suggested Citation Blitz, C. L., Amiel, D. J., & Clough, T. G. (2022, January). Research brief: Social-emotional learning (SEL) in response to COVID-19 . New Brunswick, NJ: Rutgers University Center for Effective School Practices. Retrieved from https://cesp.rutgers.edu/. This research brief from the Rutgers Center for Effective School Practices focuses on the vital role of social-emotional learning (SEL) in helping students recover from the disruptions caused by the COVID-19 pandemic. As educators, families, and communities grapple with the long-term impact of trauma, loss, and prolonged social isolation, SEL has emerged as a powerful tool to foster healing and resilience. The brief draws on guidance from leading organizations like CASEL to define SEL’s core competencies and explain how trauma-informed SEL approaches can be integrated into existing school systems. It pays particular attention to equity concerns, highlighting the disproportionate impact of the pandemic on students from marginalized backgrounds—including those in low-income households, English learners, and students with disabilities. CESP, 2022 - Research Brief - Social-emotional Learning (SEL) in Response to covid-19 .pdf Download PDF • 601KB Incorporating trauma-informed SEL into everyday school practices is essential for addressing the mental health and emotional well-being of students in a post-COVID world. This brief not only outlines practical strategies for implementation across tiers of support but also emphasizes the importance of creating inclusive environments where all students feel safe, seen, and supported. By fostering self-awareness, empathy, and responsible decision-making, SEL can help students rebuild their interpersonal skills, regain academic focus, and re-engage in their education with a renewed sense of purpose. Schools that prioritize SEL—alongside academics—will be better positioned to meet the holistic needs of their students and create a stronger, more equitable foundation for future learning. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link