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Back to News Partnering for Progress: Strengthening EDGE through Program Evaluation Strategic partnership delivers enhanced evaluation tools, improved student outcomes, and unprecedented program engagement. Program Director Perry Sandler partnered with Rutgers CESP to strengthen evaluation of the EDGE program for vision-impaired students. The collaboration enhanced data collection, organized programming into themed quarters, improved outreach, and delivered measurable results including increased student confidence and record program enrollment. When Program Director Perry Sandler wanted to better understand the impacts, successes, and opportunities of the EDGE program, he turned to the Rutgers University Center for Effective School Practices (CESP) — and found exactly the support he needed. EDGE 1.0 students explore the Rutgers Unviersity Mason Gross School of the Arts' undergraduate gallery to experience tactile pieces of art. EDGE, which stands for Employment, Development, Guidance, and Engagement, is a transformative, year-round program funded by the New Jersey Commission for the Blind and Visually Impaired. Offered by The Arc of Ocean County, a non-profit organization for individuals with intellectual and development disabilities, the program provides a blend of instructional workshops, hands-on experiences, and direct support to blind and vision impaired high school and college students. Over the years, Sandler had personally witnessed how EDGE positively influences the lives of its students. But he also knew there was room for improvement, especially when it came to educational programming, outreach, and engagement. That’s where CESP stepped in as a powerful partner. Measuring Influence As program evaluators, CESP’s main goal is to understand the impact that the EDGE program has on its students. Sandler had already been leveraging pre- and post-program surveys to track student progress and gather their feedback; however, the system was cumbersome, and the insights weren’t always easy to analyze or share. “Rutgers helped us enhance and refine our evaluation process so we could gather answers electronically and post them to a database for easy access and reporting,” says Sandler. CESP worked to develop a mixed methods evaluation plan that centers the program’s many stakeholders: program staff, parents, transition counselors, and, of course, the students themselves. EDGE students attend a physical fitness workshop to learn to navigate and use gym equipment and discuss self-defense. With a structured reporting system and better data, Sandler and his team could clearly see not just that students were growing—but how. “Many of them have more than one disability, which means they face several barriers,” he explains. “Though they don’t always tell us whether they’ve improved, we can see it. But, now, we’re able to measure it through statistics.” Those numbers tell a powerful story: over the course of the year, high school students in the EDGE program feel more confident that they can succeed in college and complete their coursework; college students report increased advocacy skills and feel more prepared for future employment. “Our partnership with Rutgers is absolutely part of the reason we see this success,” Sandler says. Amplifying Impact Having a more nuanced program of the program, its operations and processes, and its impacts is a key step in making targeted, informed improvements. Drawing on expertise in educational programming, CESP Research Associate David Amiel has played a key role in enhancing the organization’s overall operations. “David’s been very involved in our events and programming,” Sandler says. “He’s very dedicated and we’ve come to rely on him as a member of our team.” Rutgers CESP's David Amiel attends the annual Step Up for the Arc fundraiser with EDGE program staff and students. Amiel has helped organize EDGE workshops into quarterly themes, like self-improvement or career readiness. “We used to jump around in terms of our workshop topics,” Sandler explains. Now, the EDGE program sends monthly emails to parents, students, and the CBVI team to ensure everyone is aligned on topics and upcoming events; for students, this means that they are getting a single, reinforced message from many of their support systems each month. Feedback shows that this tactic resonates with EDGE students, who describe it as more relatable and engaging. The EDGE program is seeing record enrollment and attendance at programming. Amiel also helped launch a monthly e-newsletter, create RSVP systems, and think through social media engagement, initiatives that were previously out of reach due to limited staffing. “It’s been a great experience working with David, and he’s a big reason why we enjoy working with Rutgers,” Sandler says. “His insights and expertise have been a driving force in our success, and he’s been a great help to us.” Rutgers CESP is excited to embark on the third year of their partnership this summer. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Student Engagement as Effective Means to Knowledge Transfer and Retention Gerald Zahorchak & Cynthia L. Blitz This presentation discussed student engagement as an effective means for knowledge transfer and retention, emphasizing that "transfer is remarkably hard to achieve" and highlighting the importance of understanding how humans remember and learn. The session covered four key areas: how humans remember (including the Ebbinghaus Forgetting Curve), four types of assessments (diagnostic, formative, interim, and summative), formative assessment strategies and their implementation, and the critical role of feedback in learning. The presenters explored Dylan Wiliam's five formative assessment strategies, including clarifying learning intentions, engineering effective classroom discussions, providing meaningful feedback, activating learners as instructional resources for one another, and activating learners as owners of their own learning. The presentation also addressed service learning as a pedagogical approach that creates opportunities for deeper engagement through research practicum and engaged scholarship opportunities. Throughout the session, participants engaged in turn-and-share activities, table talks, and reflection exercises using the circle-square-triangle method to process key takeaways, discuss implementation strategies, and identify areas for further exploration. March 2018 Pittsburgh Regional Faculty Symposium Pittsburgh, Pennsylvania, USA This presentation discussed student engagement strategies for knowledge transfer and retention, covering formative assessment, feedback, and service learning approaches. Citation Zahorchak, G., & Blitz, C. L. (2018, March 8). Student Engagement as Effective Means to Knowledge Transfer and Retention [Conference presentation]. Pittsburgh Regional Faculty Symposium, Pittsburgh, Pennsylvania, USA. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to News Rutgers University Hosts 7th Annual Computer Science Summit Over 200 attendees gathered to discuss the present and future of computer science education and explore the emerging impacts of artificial intelligence and cybersecurity. Rutgers CESP and the Department of Computer Science hosted the 7th Annual Computer Science Summit, gathering educators, researchers, policymakers, and industry professionals to discuss emerging trends, best practices, and the future of computer science education. By Anna Lasek, Communications Assistant at Rutgers CESP On December 13th, 2024, the Rutgers University “Extending the CS Pipeline” project team, a collaboration between Rutgers CESP and the Department of Computer Science, hosted the 2024 Rutgers University Computer Science Summit, marking the seventh of the "almost annual" event. More than 200 participants, including educators, researchers, policymakers, and industry professionals, gathered to share insights, build connections, and discuss practical approaches to advancing computer science education. Focus on AI and Cybersecurity This year’s Summit highlighted two significant and timely topics: artificial intelligence (AI) and cybersecurity. As these areas continue to grow in importance within the field of computer science, the event provided educators with practical tools, lesson plans, and strategies for integrating these concepts into their classrooms. One of the keynote presentations, delivered by Michael Geraghty from the New Jersey Cybersecurity and Communications Integration Cell (NJCCIC), focused on preparing the next generation of cybersecurity professionals. Geraghty discussed the evolving demands of the field and how educators can adapt their teaching to meet these needs, emphasizing the importance of community collaboration in addressing emerging challenges. Another keynote, presented by Natasha Singer, a journalist at The New York Times, explored the complexities of AI in educational settings. Her talk, titled “Magic or Tragic? How One Reporter Covers A.I. Hype in Schools” , delved into the realities of using AI tools in classrooms and the ethical challenges that can arise. Singer shared insights from her work on how schools are navigating both the potential benefits and risks of generative AI technologies and how AI compares to other high-profile, "hyped" technology trends. Practical Workshops and Hands-On Learning The Summit’s agenda featured a range of breakout sessions designed to provide practical takeaways for educators. Topics covered included integrating AI into existing curricula, strategies for cybersecurity education at various grade levels, and how to address challenges related to certification and state standards. One notable session, “ChatGPT for Learning: Do’s and Don’ts” , offered practical guidance on leveraging generative AI tools while maintaining academic integrity. Another workshop explored the use of eSports as a way to engage students in computer science, demonstrating how gaming can serve as an entry point for technical skills. Attendees also participated in discussions on fostering inclusivity within computer science education. For instance, a session led by Dr. DaQuan K Bashir focused on building a sense of belonging in academic spaces, emphasizing how inclusive environments can support student success. Encouraging Collaboration and Community Building Participants appreciated the opportunity to hear from diverse voices, including K-12 educators, curriculum developers, state education representatives, and industry experts. Feedback from attendees highlighted the value of networking and sharing practical experiences, as well as the chance to discuss policy developments and curriculum innovations. The Summit also served as a platform for Rutgers grant participants to present their own projects and lessons learned, helping embed the outcomes of the “Extending the CS Pipeline” initiative into broader community practices. As part of the event follow-up, the team plans to make resources and presentation materials available in the Rutgers CESP Resource Library, including a paper detailing the Summit’s design and its impact on educators and students. Continuing the Conversation Rutgers University is committed to fostering ongoing collaboration and knowledge sharing in computer science education. The Summit provided a valuable space for educators to reflect on their practices, learn from each other, and gain new ideas for teaching in an evolving field. We invite community members to explore the materials from the event and share their feedback. Stay connected with us through the Rutgers CESP Resource Library, where we will be making various products and resources from the summit available over time. All presentation slides and other materials shared by presenters are available on the event website . Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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

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Back to Research Behavioral Health Problems, Ex-Offender Reentry Policies, and the "Second Chance Act" Wendy Pogorzelski, Nancy Wolff, Ko-Yu Pan & Cynthia L. Blitz This research analyzes the intersection between individual-level characteristics and policy-level restrictions affecting the reintegration of people with mental illness leaving prison. Using data from 3,073 New Jersey state prisoners with Axis I mental disorders, the study examines how criminal conviction types interact with existing federal and state policies to create barriers to accessing essential resources upon reentry. The researchers categorized prisoners by their most serious conviction and analyzed policy restrictions across eight domains: employment, housing, public assistance, education, parental rights, driver's licenses, voting and jury duty, and criminal record expungement. The findings reveal extensive "invisible punishments" embedded within existing policies that serve as roadblocks to community reintegration. All individuals in the sample faced lifetime consequences from their felony convictions, including restrictions on employment opportunities, housing access, educational funding, parental rights, and jury service participation. Those with drug-related convictions faced additional barriers, including lifetime bans on public housing and conditional restrictions on public assistance eligibility. Violent offenders encountered the most comprehensive restrictions, facing lifetime consequences across six of the eight policy domains examined, with no time limits on employer access to criminal records or ineligibility for public housing. The study highlights a fundamental contradiction between the federal Second Chance Act's call for expanding reentry services and existing policies that systematically exclude people with criminal records from accessing those very services. For individuals with mental illness, who often depend on public assistance and have limited social networks, these restrictions are particularly onerous. The research demonstrates that people with co-occurring mental illness and substance abuse disorders face the most severe restrictions, as drug-related convictions carry stricter and more durable penalties. The authors conclude that without modification of federal and state policies, the ability of reentry services to foster behavioral health recovery and successful community reintegration remains fundamentally limited. October 2005 American Journal of Public Health | Volume 95, Issue 10 DOI: 10.2105/AJPH.2005.065805 This study examines how existing public policies create barriers to successful community reentry for formerly incarcerated individuals with mental illness, despite federal calls for second chances. Citation Pogorzelski, W., Wolff, N., Pan, K.-Y., & Blitz, C. L. (2005). Behavioral Health Problems, Ex-Offender Reentry Policies, and the “Second Chance Act.” American Journal of Public Health , 95 (10), 1718–1724. https://doi.org/10.2105/AJPH.2005.065805 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

OUR PEOPLE The Team at Rutgers CESP At Rutgers CESP, our strength lies within our people. In addition to a core team bringing decades of experience in research, evaluation, analytics, and project management, CESP has a rich network of collaborators to bring the right expertise to every area of our work. Dr. Cynthia L. Blitz, Ph.D. Executive Director & Research Professor 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 focuses on advancing evidence-based practices that bridge the gaps among research, practice, and policy. Her work centers on generating new knowledge through high-quality research and evaluation and facilitating its application to practice and policy. She is committed to building the capacity of professional and organizations within and beyond the traditional boundaries of education. Widely regarded for her expertise with research-practice partnerships (RPPs) and professional learning communities (PLCs), Dr. Blitz frequently works to forge and maintain productive partnerships and promote the institutionalization of informed decision-making routines. Under Dr. Blitz’s leadership, Rutgers CESP has emerged as a premier applied translational research and evaluation center. She leads an agile team and maintains a rich network of collaborators to grow and carry out a diverse, multi-million-dollar portfolio of federal, state, and philanthropic grants and contracts. 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 work has been featured in top academic journals and presented at national conferences, the International Journal of Law and Psychiatry, the American Journal of Public Health, and Education Sciences. View Dr. Blitz's Profile The Rutgers CESP Team Shreya Adupa Research Assistant Taylor Clough Research Associate Solangel Troncoso Research Associate Vivian Allen Associate Director Anna Lasek Communications Assistant Robert Zywicki Superintendent in Residence David Amiel Research Analyst Sahar Sherwani Research Assistant Our Partners People Departments Organizations Districts Daryl Detrick CS Educator & Advocate Warren Hills Regional High School Nedim Yel, Ph.D. Senior Statistician/Researcher Data Analysis & Statistical Solutions Teresa G. Duncan, Ph.D. President & Founder Deacon Hill Research Associates Maria Salinas Founder & CEO DES Group, LLC Fran P. Trees, D.P.S. Teaching Professor RU Department of Computer Science Data Analysis and Statistical Solutions National Alliance on Mental Illness, NJ Deacon Hill Research Associates Problem Solutions Dissemination Engagement Strategy Group, LLC The Arc of Ocean County George Street Playhouse Click the icons to view partner spotlights! 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Back to Our People Vivian Allen Associate Director e : p : vivian.allen@gse.rutgers.edu (732) 564-9100 x16 Download CV Education : Continuing Ed. Diploma, Financial Analysis; New York University B.A., New York University Affiliations : Computer Science Teachers Association, CSTA CS4NJ Coalition American Educational Research Association, AERA American Evaluation Association, AEA Biographical Highlights ￫ Strategic leader with over 20 years of experience in program management and financial analysis. ￫ Skilled in leading large-scale educational research projects with a focus on capacity building and efficient project management. ￫ Proficient in data management systems and project coordination, with extensive experience in grant-funded initiatives. Vivian Allen is the Associate Director of the Center for Effective School Practices, where she provides advanced leadership and engaged oversight to the Center’s day-to-day operations striving to achieve optimal operational efficiencies within current university and stakeholder climates such that CESP may excel in meeting its existing award commitments, perform beyond stakeholder expectations, and further grow and develop in meaningful purposeful ways. Vivian closely supervises the CESP team to ensure the integrity of the research and methodological approaches, as well as the completion of related tasks on-time and up to CESP’s high-standards. She does so by focusing on the capacity building of individual team members and the organization as a whole to support healthy, strategic growth toward realizing the mission and vision of CESP. Vivian actively collaborates with faculty, staff, and external partners to ensure the rigor and relevance of CESP’s research portfolio with an eye toward efficient and effective project management in a fiscally sound manner. Beyond this, she actively partakes in research and evaluation projects and disseminates the work of the Center through written publications and presentations at conferences. Vivian has extensive experience with evaluating programs and using this information in an iterative process of program refinement. Her undergraduate and graduate education focused on mathematics and analytical processing and she has extended this with a more recent emphasis on research methodologies with social science theoretical underpinnings. Additionally, she has spent over 20 years in financial management and program development within private industry and non-profit organizations and has a deep and sincere appreciation for the importance of relationship-building and authentic collaboration, open and honest communication, and the central role of third-party organizations in an educational research and policy context.

Back to Research RPPforCS Spotlight: Rutgers Computer Science Teaching and Learning Collaboratory Perspectives from Cynthia L. Blitz, Vivian Allen, Ria Galanos, Terri Evans, Nicole Norfles, & Frances P. Trees The Rutgers Computer Science Teaching and Learning Collaboratory (CS-TLC) spotlight presents a research practice partnership designed to address underrepresentation and disparities in computer science education. The NSF-funded project, launched in 2018, partnered with school districts in New Jersey and Pennsylvania with the core belief that supporting teacher capacity through professional learning and collaborative partnerships would enable educators to better meet the needs of their diverse student bodies. The project emphasized involving both teachers and administrators to ensure sustainable change beyond individual classrooms, and during 2020, it pivoted to focus more on engaging all students in remote computer science education in response to the pandemic. The project implemented a comprehensive support system including monthly research practice partnership meetings, online discussion boards, asynchronous professional development modules based on CSTA standards, and annual summer institutes. Through extensive data collection including teacher and administrator surveys, key informant interviews, and regular feedback sessions, the project sought to identify best practices for increasing CS educator capacity, facilitating productive relationships among educators across districts, and understanding sustainable mechanisms for knowledge sharing. The spotlight concludes with three key strategies for CS education: bringing administrators to the table as valuable partners, providing professional development at teachers' own pace, and remaining curriculum-agnostic to complement existing CS resources rather than creating restrictive learning experiences. September 2021 RPPforCS Spotlight | SageFox Consulting Group A spotlight on the CS-TLC, an NSF-funded researcher-practitioner partnership (RPP) formed to address persistent disparities in student participation and performance in computer science education. Citation Blitz, C. L., Allen, V., Galanos, R., Evans, T., Norfles, N., & Trees, F. P. (2021, September 17). RPPforCS Spotlight: Rutgers Computer Science Teaching and Learning Collaboratory (CS-TLC). RPPforCS, SageFox Consulting Group . https://www.sagefoxgroup.com/rppforcs-resources 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.