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Back to Resources Call for Action on Adolescent Depression: What do Schools in NJ Need to Identify and Support Students at Risk for Depression? Policy considerations from school professionals on universal adolescent depression screenings This policy brief presents findings from key informant interviews with NJ educators on what's needed to support universal adolescent depression screenings in schools: guidance, funding, and training. Suggested Citation Call for Action on Adolescent Depression: What Do Schools In New Jersey Need To Identify And Support Students At Risk For Depression? (2022). Project ASPEN. New Brunswick, NJ: Rutgers University. Retrieved from https://cesp.rutgers.edu . There is an alarming increase in the percentage of U.S. adolescents reporting depressive symptoms and suicidal ideation, including in New Jersey. Early detection and treatment are key to preventing negative, long-term effects of depression in youth, and current guidelines recommend routine screening for depression in adolescents aged 12-18. Yet rates of adolescent depression screening remain extremely low. School-based programs can be an effective tool for improving rates of screening and early identification of adolescent depression, but critical barriers to implementation remain that can be addressed via sound policy. According to a 2021 Surgeon General’s Advisory, there has been a recent increase in certain mental health symptoms among U.S. adolescents, including depressive symptoms and suicidal ideation. From 2009 to 2019, the proportion of high school students reporting persistent feelings of sadness or hopelessness increased by 40%, and the share of those seriously considering attempting suicide increased by 36%. An analysis of 2018 and 2019 data from the National Survey on Drug Use and Health (NSDUH) reveals a similar upward trend in depressive symptoms and suicidal ideation among adolescents in New Jersey.ii Rates of psychological distress among young people, including symptoms of anxiety, depression, and other mental health disorders have generally increased since the beginning of the COVID-19 pandemic. Project ASPEN, 2022 - Call for Action on Adolescent Depression, What do Schools in NJ Need .pdf Download PDF • 722KB Project ASPEN is a collaboration between a team of researchers from Rutgers University and the National Alliance on Mental Illness New Jersey (NAMI-NJ) to improve policy decision-makers’ access to credible and timely research evidence regarding different aspects of formulating and implementing sound youth mental health policies. The project is funded by a grant from the William T. Grant Foundation. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Taylor Clough, M.S.W. Research Associate e : p : tgc27@gse.rutgers.edu (732) 564-9100 x10 Download CV Education : M.S.W., Clinical Social Work; Widener University B.S., Psychology; Rutgers University Affiliations : National Association of Social Workers (NASW) Biographical Highlights ￫ Mixed-methods researcher with experience in program evaluation, data analysis, and applied research to inform educational practice and policy. ￫ Skilled in developing practitioner-focused resources and research briefs on topics including special education, social-emotional learning, and computer science education. ￫ Licensed Social Worker with clinical experience supporting adolescents and adults, bringing a holistic, community-centered perspective to educational research. Taylor Clough is a Research Associate at Rutgers CESP, where he contributes to applied research and program evaluation efforts aimed at advancing educational excellence. At CESP, he supports mixed-methods research projects, resource development, and the provision of technical assistance. In addition, he provides administrative and operational support to facilitate trainings, outreach events, and research efforts to promote the smooth functioning of the Center’s activities. Taylor has experience in both research and clinical practice, bringing a strong background in mixed-methods design, data collection, and analysis. He has co-authored research briefs and practitioner-focused resources on topics including special education, social-emotional learning, and computer science education. His work reflects a commitment to translating research into practical tools and strategies that support educators, learners, and families. Beyond his research responsibilities, Taylor is a Licensed Social Worker with clinical experience providing therapy to adolescents and adults in a variety of mental health settings. This dual expertise informs his research approach, centering the lived experiences of students, families, and communities. Taylor holds an M.S.W. in Clinical Social Work from Widener University and a B.A. in Psychology with a minor in Health and Society from Rutgers University.

Back to News Isolation to Innovation: The CESP Network That Revitalized One Teacher’s Career Shining the spotlight on Fanny Martinez, a CS teacher at Passaic High School and member of the Computer Science Teaching & Learning Collaboratory A high school computer science teacher transforms challenges into opportunities through the CS-TLC RPP. By connecting with a statewide network of educators, accessing professional development, and creating hands-on learning experiences for students, she reinvigorated her passion for teaching while helping students see the real-world impact of computer science. As the only computer science teacher at Passaic High School, Fanny Martinez often felt like she was navigating curriculum and programming alone. So when she discovered the Computer Science Teaching & Learning Collaboratory (CS-TLC) through the Rutgers University Center for Effective School Practices (CESP), she saw an invaluable opportunity—and seized it. Now in her seventh year with CS-TLC, Martinez can’t quite imagine her career without the program's learning and professional development opportunities. The initiative kicked off in 2019 with a five-day, on-campus Summer Institute, which brought together computer science teachers, administrators, and guidance counselors from all over the state. While on campus, Martinez and her colleagues immersed themselves in team-building activities, engaging lectures, and hands-on workshops. After, the cohort sustained their momentum through monthly online meetings and professional development modules. Each meeting focuses on a specific theme, drawing 30 to 40 educators together to tackle challenges, exchange ideas, and stay ahead of evolving curriculum and technology trends. “CESP also does a great job bringing in industry professionals,” says Martinez. “This gives us insight into what they need and how we can better prepare students for college.” CS-TLC even helped Martinez tackle one of her biggest challenges—maintaining enrollment. Although she’d start with strong numbers, she struggled to keep students enrolled in more advanced computer science courses, especially her female students. Her partnership with CESP revealed a solution: meaningful real-world experiences. With their support, Martinez organized a field trip to Rutgers, where students explored the university’s robotics lab, visited the Coding and Social Lounge (formerly the CAVE), and experimented with virtual reality technology. “They were so excited to see computer science in action,” she says. “It gave them the opportunity to make sense of what we talk about in the classroom.” Passaic students now look forward to this field trip each year and have visited college-level computer science programs across the state. The Power of Networking Beyond the formal programming offered, Martinez found in CS-TLC a unique network of educators. “There aren’t many high school computer science teachers in general and, in any given school, there may be just one or two,” she says. “CS-TLC provides a space to connect with colleagues who truly understand what I do. It’s an incredible resource, especially for teachers who may not have a strong financial backing from their district like I have.” In Martinez’s case, she discovered a free cybersecurity curriculum that’s allowing her to expand her course offerings. “These are the kinds of websites, resources, and tools you learn about through networking,” she says. “I have the technical background, but it’s important to also know that I have someone I can count on.” For Martinez, participating in CS-TLC has been more than a professional development program—it has reinvigorated her passion for computer science. “I would recommend any teacher, regardless of their level of experience, to get involved in CS-TLC,” she says. “For those who are just starting to implement a computer science program in their district, it’s the perfect place to start because you’ll find experienced and passionate teachers eager to collaborate. For those in established programs, it’s a great opportunity to revitalize your courses. I’m always learning something new.” Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Anna Lasek Communications Assistant e : p : cesp@gse.rutgers.edu (732) 564-9100 x10 Education : B.A., Comparative Literature/Political Science; Rutgers University, 2025 Anna Lasek is a double major in Comparative Literature and Political Science with a minor in Russian Literature at Rutgers University. As a Communications and Resource Development Assistant at Rutgers CESP, Anna develops blog posts and manages social media content to package instructional resources for educators, ensuring their accessibility and practical application. Throughout her time at Rutgers, Anna has actively engaged in various roles within Student Affairs. She serves as a Student Pedagogical Partner Fellow at the Institute for Teaching, Innovation, and Inclusive Pedagogy, where she conducts classroom observations and provides feedback to enhance teaching practices. Additionally, Anna has experience as a Resident Assistant, RU FIT and FIGS Peer Instructor, and Editorial Intern at Rutgers University Press. She is also a member of the School of Arts and Sciences Honors Program and has contributed to the program's blog. Anna is involved with the Institute for Women's Leadership (IWL) as a Leadership Scholar. In her free time, Anna enjoys reading and playing volleyball. She is a member of Girl Gains, a weightlifting organization dedicated to empowering women. Anna is also an alumna of North Arlington High School in New Jersey. After completing her undergraduate studies in May 2025, Anna plans to pursue a master's degree in College Student Affairs.

Back to Research Gender-Specific Behavioral Health and Community Release Patterns Among New Jersey Prison Inmates: Implications for Treatment and Community Reentry Cynthia L. Blitz, Nancy Wolff, Ko-Yu Pan & Wendy Pogorzelski This study analyzed behavioral health diagnoses and community release patterns among 3,189 "special needs" inmates (those with behavioral health disorders) in New Jersey prisons, plus 974 special needs inmates released over a 12-month period. The research reveals significant gender-specific clustering of mental health disorders that has important implications for correctional treatment and community reentry strategies. The findings show that virtually all special needs inmates had at least one Axis I mental disorder, with 68% having multiple conditions including additional mental disorders, personality disorders, or addiction problems. Gender patterns emerged clearly: men were more likely to have schizophrenia or psychotic disorders and personality disorders, while women were more likely to have depressive disorders and addiction problems. Among women, 75% had multiple diagnoses compared to 67% of men, suggesting more complex treatment needs for female inmates. The study also examined spatial clustering of released inmates, finding that 25% of special needs ex-offenders returned to New Jersey's most disadvantaged counties (Essex and Camden). A higher percentage of men (27%) than women (18%) were released to these impoverished areas, and Black inmates were disproportionately likely to return to these communities compared to White and Hispanic inmates. The research suggests that both gender-specific treatment approaches within correctional settings and targeted reentry strategies for disadvantaged communities are needed. The concentration of ex-offenders with complex behavioral health needs in already struggling communities highlights the importance of coordinated treatment and support services that continue from prison into the community to prevent recidivism and promote successful reintegration. October 2005 American Journal of Public Health | Volume 95, Issue 10 DOI: 10.2105/AJPH.2004.059733 This study examines behavioral health patterns among New Jersey prison inmates by gender and their community release locations, revealing significant clustering patterns with implications for treatment. Citation Blitz, C. L., Wolff, N., Pan, K.-Y., & Pogorzelski, W. (2005). Gender-Specific Behavioral Health and Community Release Patterns Among New Jersey Prison Inmates: Implications for Treatment and Community Reentry. American Journal of Public Health , 95 (10), 1741–1746. https://doi.org/10.2105/AJPH.2004.059733 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Cynthia L. Blitz, Ph.D. Executive Director, Research Professor e : p : cindy.blitz@gse.rutgers.edu (732) 564-9100 x21 Education : Ph.D., Social Welfare; University of Pennsylvania M.A., Applied Anthropology; American University B.A., Political Science/French; Washington University Dr. Cynthia L. Blitz is the Executive Director of the Center for Effective School Practices (CESP) and a Research Professor at the Rutgers University Graduate School of Education (RU-GSE). A nationally recognized leader in applied research and evaluation, Dr. Blitz specializes in advancing evidence-based practices that bridge the gap between research, practice, and policy. Dr. Blitz is dedicated to generating new knowledge through high-quality research and evaluation and promoting its ongoing application by institutionalizing informed decision-making routines. She is a strong advocate for capacity-building and sustainable change, working to translate research insights into practical, real-world applications. Her work extends beyond traditional education boundaries, encompassing workforce development, mental health and health education, policy analysis, and the creation and provision of authentic learning and development opportunities. She has spearheaded numerous high-impact projects addressing relevant problems of practice. Under Dr. Blitz's leadership, Rutgers CESP has become a premier applied translational research and evaluation unit. She leads a dynamic team that secures and manages a multi-million-dollar portfolio through federal, state, and philanthropic grants and contracts. As the executive director of a self-sustaining center, Dr. Blitz ensures that CESP remains engaged in timely, relevant, and impactful work. Dr. Blitz holds a Ph.D. in Social Welfare from the University of Pennsylvania and an M.A. in Applied Anthropology from American University. Her scholarship focuses on advancing educational equity, workforce development, and interdisciplinary problem-solving. Through her strategic vision and dedication, Dr. Blitz continues to shape the future of educational research and practice.

Back to Research Understanding Sexual Victimization Inside Prisons: Factors that Predict Risk Nancy Wolff, Jing Shi, Cynthia L. Blitz & Jane Siegel This comprehensive research study examines the critical issue of sexual victimization within American prisons, addressing both the prevalence of such incidents and the factors that elevate an inmate's risk of becoming a victim. The study represents one of the most extensive empirical investigations into prison sexual victimization, analyzing self-reported data from approximately 8,000 inmates across 14 facilities operated by a single state prison system, including 12 male general population prisons, one male sex offender treatment facility, and one female facility. The research reveals that while sexual assault remains a relatively uncommon occurrence across all facility types, with rates generally below 5% over a six-month period, the experience of abusive sexual contact is more prevalent. The study found significant variation in victimization rates depending on the type of facility, perpetrator (inmate versus staff), and specific form of sexual victimization examined. The findings demonstrate that certain inmate characteristics consistently elevate the risk of sexual victimization, including prior sexual victimization before age 18, mental health disorders, younger age, and specific demographic factors. Key predictors of inmate-on-inmate sexual victimization among the general male population included mental health disorders, prior sexual victimization, higher education levels, and perceptions of high gang activity within the facility. For staff-on-inmate victimization, risk factors included younger age, African American race, violent crime convictions, and prior sexual abuse. Among female inmates, the most significant predictors were prior sexual victimization and perceptions of gang activity. The research emphasizes that inmates who experienced sexual victimization prior to age 18 were approximately three to five times more likely to report sexual victimization inside prison during the study period. The study's implications extend beyond academic research to practical prison management and policy development. The authors argue that these risk factors should be treated as markers similar to medical risk indicators, informing classification schemes and placement strategies to protect vulnerable inmates. The research supports the need for reliable monitoring systems, scientific measurement methods, and comprehensive staff training to achieve the "zero tolerance" policies advocated by legislation such as the Prison Rape Elimination Act of 2003. September 2007 Criminology & Public Policy | Volume 6, Issue 3 DOI: 10.1111/j.1745-9133.2007.00452.x Research examining factors that predict sexual victimization risk in prison settings, analyzing data from approximately 8,000 inmates across multiple facilities to identify vulnerable populations. Citation Wolff, N., Shi, J., Blitz, C. L., & Siegel, Ja. (2007). Understanding Sexual Victimization Inside Prisons: Factors that Predict Risk. Criminology & Public Policy , 6 (3), 535–564. https://doi.org/10.1111/j.1745-9133.2007.00452.x View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People David J. Amiel, M.S. Research Analyst e : p : david.amiel@gse.rutgers.edu (732) 564-9100 x23 Download CV Education : M.S., Statistics; Rutgers University B.A., Biomathematics/Cognitive Science; Rutgers University Affiliations : American Evaluation Association, AEA American Educational Research Association, AERA CS4NJ Coalition American Statistical Association, ASA Biographical Highlights ￫ Enthusiastic researcher and educator with a strong foundation in statistics, research methodologies, and computer science education. ￫ Experienced in curriculum development, program evaluation, educator collaboration, and mixed-methods research. ￫ Dedicated to using data to advance impactful solutions through shared thought and partnership in academic and professional settings. David Amiel is a Research Analyst at the Rutgers University Center for Effective School Practices (CESP), where he advances the center's agenda through the planning, implementation, and dissemination of rigorous research and evaluation work. In his role at CESP, David works to create and curate knowledge and resources, connect them to relevant audiences in effective ways, and collaborate with partners to apply findings to practice. As an enthusiastic collaborator, David frequently partners with schools, community organizations, and other stakeholders to identify needs, develop interventions, and understand progress towards goals. His work includes the development of data collection instruments, carrying out meaningful and robust data analyses, and gleaning insights to inform CESP's work and support data-driven decision-making among partners. Within education, David draws on his experience as an educator, providing technical assistance, professional learning, and hands-on support to practitioners. David is passionate about making complex ideas accessible and useful through clear communication. Whether working directly with professionals, helping data tell their story, or disseminating the center's research and work at conferences and publications, David works to connect evidence and findings to the audiences they can support. Through the creation of content, publications, and presentations, David works to disseminate and represent the center’s work to diverse audiences of practitioners, researchers, and other professionals. His interdisciplinary training has equipped him with an analytic perspective and skill set that he enjoys applying to help others and address complex challenges within and beyond education. David holds an M.S. in Statistics with a concentration in Data Science and a B.A. in Biomathematics from Rutgers University.

Back to Research Cohort Dynamics and Longitudinal Trends in High School Computer Science Participation Cynthia L. Blitz, David J. Amiel, & Teresa G. Duncan This longitudinal study examines computer science participation trends across three graduating cohorts (2022, 2023, 2024) in six suburban high schools. Using a cohort-based analysis approach, researchers tracked how CS enrollment patterns evolve over students' four-year high school experience, revealing that despite consistent CS course availability, overall participation remains generally under 50%, with significant variations between schools (12-86%). The research identified consistent gender and racial disparities across all schools, with male students participating at higher rates than females, and Asian students showing higher participation than their peers. While modest increases in CS participation were observed between cohorts (typically 6-9 percentage points), these gains were neither large enough to meaningfully approach universal participation nor differential enough to close existing equity gaps. The study's cohort-centered methodology offers unique insights by accounting for frequent shifts in schools' CS education ecosystems that other longitudinal approaches might miss. This approach provides a more nuanced understanding of CS participation patterns and demonstrates that access alone does not ensure equitable participation, suggesting the need for targeted interventions to accelerate participation among underrepresented groups. March 2025 Preprints DOI: 10.20944/preprints202503.0802.v1 Note: This is a non-peer-reviewed preprint. This record will be updated following publication. This study tracks CS participation across high school cohorts, finding modest overall growth but persistent demographic disparities, suggesting current trajectories won't achieve equity without targeted interventions. Citation Blitz, C. L., Amiel, D. J., & Duncan, T. G. (2025). Cohort Dynamics and Longitudinal Trends in High School Computer Science Participation . Preprints. https://doi.org/10.20944/preprints202503.0802.v1 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Fran P. Trees, D.P.S. Teaching Professor e : p : fran.trees@rutgers.edu (848) 445-7299 Education : Fran Trees is a Teaching Professor in the Computer Science Department at Rutgers. She also works closely with Rutgers CESP preparing teachers to successfully implement CS courses into their curricula. Her research interests are in CS Education, focusing on broadening participation and incorporating active learning in the CS classroom.