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Back to Research An In-Depth Exploration of Mathematics Teaching Tools: Practical Insights for Educators Jennifer Vradenburgh, Cynthia L. Blitz, & David J. Amiel In an era where digital technology has transformed mathematics education, particularly accelerated by the COVID-19 pandemic, educators face the challenge of selecting and implementing effective online learning tools. This comprehensive research presents findings from an in-depth exploration of five widely used mathematics teaching platforms: ALEKS, Beast Academy, DreamBox, IXL, and Khan Academy. Conducted by seasoned educators and educational researchers, the study combines systematic information gathering with educator-informed analysis to provide practical guidance for classroom integration. The research covers both logistical considerations such as pricing, technical requirements, and accessibility, as well as instructional design elements including scope and sequence, lesson formats, and assessment strategies. Each platform is examined through a structured framework that facilitates direct comparisons while highlighting unique features and strengths. The study reveals how these tools support blended learning environments through various approaches to adaptivity, student engagement, and personalized instruction. ALEKS emphasizes AI-driven diagnostics and frustration-free learning, while Beast Academy uses a graphic novel format for younger students. DreamBox focuses on gamified standards-aligned instruction, IXL provides comprehensive skill-building with real-time diagnostics, and Khan Academy offers free video-based instruction across all grade levels. The paper emphasizes that effectiveness depends significantly on matching tools to specific classroom goals, contexts, and student populations, providing educators with valuable perspectives for both selecting new resources and optimizing tools already in use. June 2025 17th International Conference on Education and New Learning Technologies (EDULEARN) DOI: 10.21125/edulearn.2025.1577 A comprehensive exploration of five widely used mathematics teaching tools providing educators with practical insights for selecting and integrating digital resources effectively. Citation Vradenburgh, J., Blitz, C. L., & Amiel, D. J. (2025). An In-Depth Exploration of Mathematics Teaching Tools: Practical Insights for Educators. Proceedings of the 17th International Conference on Education and New Learning Technologies , 6415–6420. https://doi.org/10.21125/edulearn.2025.1577 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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Back to Research Information Overload: Navigating Computer Science Resources without Reinventing the Wheel Cynthia L. Blitz Rutgers Center for Effective School Practices research professor Cynthia L. Blitz presented 'Information Overload: Navigating Existing CS Resources Without Reinventing the Wheel' at the Conference for Research on Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT) in 2019. Grounded in the work of the center's National Science Foundation-funded Computer Science Teaching and Learning Collaboratory (CS-TLC), the presentation reviewed how to overcome the well-documented challenges of information overload within the realm of navigating the plethora of existing computer science education resources and opportunities. Presentation topics included: How users use technology is a factor in determining its usefulness. Engaging users themselves in a systematic process co-designing the knowledge management and collaboration systems they will ultimately use. The iterative five-step process of co-designing, which includes vision articulation at the onset. February 2019 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Minneapolis, Minnesota, USA DOI: 10.1109/RESPECT46404.2019.8985683 Strategies for efficiently accessing relevant computer science education resources are presented with guidance for engaging users to design knowledge management and collaboration platforms. Citation Blitz, C. L. (2019, February 27). Information Overload: Navigating Existing CS Resources Without Reinventing the Wheel [Poster presentation]. 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), Minneapolis, Minnesota, USA. https://doi.org/10.1109/RESPECT46404.2019.8985683 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to News CESP Showcases Computer Science, Partnering Educator, and Ice Cream at NSTA Rutgers CESP's David Amiel and Roselle Park CS teacher Cristin Sedelmaier share an ice-cream-themed CS and design project at the 2025 NSTA Conference in Philadelphia Ever wondered how to blend ice cream, computer science, and design into a hands-on experience for students? Through the Rutgers EIR project, Rutgers University and Roselle Park Middle School joined forces to create an exciting - and delicious - project that does just that! They share this lesson with educators from across the country at the 2025 National Conference on Science Education. By Anna Lasek, Communications Assistant at Rutgers CESP Computer science (CS) is more than just programming. It’s an essential skill that helps students understand and shape the world around them. Engaging students in CS by connecting it to their lives and other disciplines fosters interest and demonstrates its relevance, making it clear that CS is a field for everyone. Projects that merge CS with creativity and real-world applications are an important part of building this connection, especially for younger learners. As part of the ongoing Rutgers EIR grant project, researchers at Rutgers CESP have partnered with middle school educators across the state to make targeted enhancements to their CS and related instruction to increase relevance and engagement, and deepen students understanding and knowledge of CS. Through this work, Rutgers CESP has partnered with middle school CS teachers at the Roselle Park School District. Together, they built on an existing entrepreneurship and design project to create a unique, hands-on project that explores key CS concepts like networking, web development, and data analysis! David Amiel and Cristin Sedelmaier showcased this innovative lesson to a national audience at the 2025 National Conference on Science Education, hosted by the National Science Teachers Association (NSTA) in Philadelphia on March 27, 2025. The Scoop on the Project Students take on the challenge of planning and creating a fictional ice cream shop. Through the process, students develop entrepreneurial skills by conducting market research and designing a shop around a theme of their choice while exploring other concepts, such as: Networking, the Internet, and websites Internet safety and networking Data collection, analysis, and use The engineering design process (EDP) and 3D modeling Students start by creating a logo for their parlor, while also learning about logos, what makes them successful, and how they use colors, shapes, and type. Then, students design other print products and merchandise (such as menus, social media posts, t-shirts, stickers, and store signage). Through this portion of the project, students learn about marketing, design, and the use of graphics programs like Canva. Next, every great ice cream store needs a website! But... what is the internet? Why are there tubes along the ocean floor? Students learn about networking and the Internet before creating their own website using Google Sites (a structured and controlled environment) - learning about what should and should not be posted online. A Fully Customizable Experience There are many other components of the project to explore, like building a 3D model of the store or surveying friends and family about flavors and toppings and using that data to make decisions (but first, what is data? and how to we understand it?). From there, the possibilities are endless! Teachers can adapt this project to meet their classroom needs by focusing on concepts like branding, web design, data analysis, and 3D modeling. The project’s flexibility allows for extended learning with activities such as: Researching how ice cream is made Creating recipes and developing algorithms Exploring nutrition and food safety Modeling basic business costs and revenues This customizable approach empowers students to take ownership of their learning and gives educators the flexibility to easily modify and differentiate the learning experience. Although the project was implemented in a 7th grade technology course, it can easily be taught in other classes, engage learners of different grade levels, and be extended/shortened to different lengths by adding/removing components. Why Teach Computer Science, Entrepreneurship, and Design? This project aligns with many important CS learning standards. It encourages computational thinking through website design, data analysis, and decision-making, explores real-world applications of tools in various disciplines, and promotes digital literacy with discussions on internet safety, privacy, and networking. Of course, additional learning objectives are met for science, technology, and the visual arts! I Importantly, the project also incorporates structured collaboration through period peer feedback. It can also be easily modified to be a team effort - developing even more collaboration skills as students work together to develop their ice cream shops. The lesson also encourages students to think about entrepreneurship and technology from multiple perspectives: Purpose – Why do businesses need branding and a digital presence? Function – How do websites, data, and design impact business success? Impact – How do business and technology decisions shape industries and communities? Ready to Dig In? The poster from the NSTA presentation is now available in the research archives on our website. The full lesson package, including supplementary materials and ready-to-use instructional guides, will be available as a resource. If you implement the project, be sure to share your extensions, modifications, and favorite flavors with us! Reach out to us with questions, ideas, and feedback on social media using #RUCSReady or by email at david.amiel@rutgers.edu . Explore shared resources below: Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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Back to Research Relationship Between Teachers’ Professional Efficacy Beliefs and Their Evaluation of a New Teacher Evaluation System in New Jersey Cynthia L. Blitz, Dessi G. Kirova, & Anton Shcherbakov This research study examines the relationship between teachers' professional efficacy beliefs and their evaluation of a new teacher evaluation system implemented in New Jersey. Conducted by researchers at Rutgers University's Center for Effective School Practices, the study surveyed 2,760 preK-12 teachers from 25 public school districts who participated in the pilot testing of New Jersey's statewide teacher evaluation program during the 2012-2013 school year. Using Bandura's social cognitive theory as a framework, the researchers developed a mediation model to test whether teachers' beliefs about their ability to impact student outcomes influenced their acceptance of the new evaluation system. The study found that professional efficacy was positively associated with perceptions of system fairness and accuracy, which in turn predicted teachers' self-reported changes in instructional practice. Importantly, the relationship between efficacy and practice change was mediated rather than direct, suggesting that teachers' judgments about the evaluation system's attributes serve as critical intermediary factors. The findings indicate that teachers with lower professional efficacy were more likely to view the evaluation system as unfair or inaccurate, leading to less willingness to modify their teaching practices. This research has significant implications for educational reform implementation, suggesting that successful teacher evaluation systems require not only technical accuracy but also attention to building teacher confidence and ensuring meaningful teacher involvement in the design and implementation process. April 2014 2014 Annual Meeting of the American Educational Research Association Philadelphia, Pennsylvania, USA Study of 2,760 NJ teachers shows professional efficacy beliefs predict acceptance of new evaluation systems. Teachers with higher confidence in their abilities view systems as fairer, leading to practice changes. Citation Blitz, C. L., Kirova, D. G., & Shcherbakov, A. (2014, April 6). Relationship Between Teachers’ Professional Efficacy Beliefs and Their Evaluation of a New Teacher Evaluation System . 2014 Annual Meeting of the American Educational Research Association, Philadelphia, Pennsylvania, USA. http://tinyurl.com/k286zw6 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Developed as part of the Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS Project. In this lesson, students explore the concept of computing innovations—new or improved technologies that rely on computing in some way. They will analyze real-world examples using a structured framework and then create an infographic showcasing a computing innovation of their choice. Through this lesson, students can connect their real-world experiences to computer science and broaden their understanding of the discipline, all while thinking critically about the world and technologies around them. This lesson package includes the following: Lesson Plans; with timing and student learning standards (NJSLS) Assignment Description; ready to be added to an LMS or printed Grading Rubric; out of 40 points Student worksheet; ready to be added to an LMS or printed Presentation slides! Computing Innovations Infographic - Lesson Plan & Overview .docx Download DOCX • 346KB Computing Innovations Infographic - Assignment Description .docx Download DOCX • 2.37MB Computing Innovations Infographic - Student Worksheet & Research Template .docx Download DOCX • 396KB Computing Innovations Infographic - Grading Rubric .docx Download DOCX • 2.37MB Computing Innovations Infographic - Slides .pptx Download PPTX • 27.57MB Suggested Citation: Center for Effective School Practices. (2025). Computing Innovations Infographics [Lesson Plan Package]. Rutgers University. https://cesp.rutgers.edu/eir-resource-library/computing-innovations-infographics/ Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources Computing Innovations Infographics

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 Big Ten Academic Alliance Summit Series on Advancing Undergraduate Women in STEM New Brunswick, New Jersey, USA 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 6). Advancing Women in STEM: Assessment and Evaluation of Programs [Invited presentation]. Big Ten Academic Alliance Summit Series on Advancing Undergraduate Women in STEM, New Brunswick, New Jersey, USA. https://bigtenstemsummit.rutgers.edu/conferences View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to News Unpacking Six Years of High School Computer Science Participation What Enrollment Data Reveal About CS Participation Trends and Equity Gaps New study shows computer science enrollment in high schools grew from 10% to 15% over six years, but gender gaps are widening. By Anna Lasek, Communications Assistant at Rutgers CESP High school courses are often students’ first formal introduction to the field of computer science (CS), shaping their understanding of the discipline and how (if at all) they they see themselves in it. In our technologically evolving world, CS education helps us nuture tomorrow's problem-solvers, creators, and professionals across every discpline. Foundational CS courses introduce students to computing, build critical thinking and analytical skills, and open doors to a wide range of careers. But how many students are actually taking CS courses? And who’s being left out? A new study from the Rutgers University Center for Effective School Practices analyzes six years of CS enrollment data to provide valuable insights. You can view the full report available freely online here . What the Data Show: Participation Trends from 2018 to 2024 Using de-identified course enrollment data from nearly 16,000 students acrosss seven suburban, public high schools, the study examines who is taking CS classes - and who isn't. It distinguishes between foundational courses (like introductory programming or robotics) and advanced courses (such as AP courses and higher-level electives), and breaks down participation by sex and race. Key findings include: Participation Is Growing—But Slowly and Unevenly Overall CS course enrollment grew from 10% in 2018–2019 to 15% in 2022–2023, before dropping slightly to 13% in 2023–2024. While the increase is encouraging, the recent decline signals a need for attention: Is this a temporary dip, or an early warning sign? Gender Disparities Are Deepening One of the clearest findings: girls continue to be underrepresented in CS. Female participation dropped over time and remained steady around 7% by 2023–2024, exactly where it was six years prior. Meanwhile, over the same period of time, male participation rose from 13% to 18%. This growing gender gap highlights an urgent need to rethink how CS is marketed, delivered, and supported to female learners. Racial Participation Patterns Are Complex Asian students consistently had the highest CS enrollment, peaking at 24% in 2022–2023. Hispanic students showed encouraging growth, briefly surpassing their Black and White peers, but did not sustain those higher rates. Participation among Black and White students remained relatively stable over the six years, around 10–12%. These trends call for deeper research into how school demographics, cultural factors, and local policies influence CS access and interest. Foundational Courses Drive Overall Trends Most CS participation comes from foundational courses, which are typically more accessible and may serve as entry points for students new to computing. From 2021–2022 onward, male and female participation in these courses diverged sharply, with the gender gap reaching its widest point in 2022–2023 (16% of males vs. 7% of females enrolled). Participation in Advanced Courses Remains Low—and Skews Male Advanced CS courses have much lower enrollment across the board, in part due to pre-requisite structures, as many require first taking a foundational course. In 2020–2021, only around 5% of high school students enrolled in an advanced CS course, and the male participation rate was more than 3 times higher than that of female students. Moreso than foundational courses, access to advanced CS courses varies across schools, and many students may never get the opportunity to explore more specialized CS topics. This bottleneck in the CS pipeline deserves close attention from administrators and policymakers. Where Do We Go From Here? Although most high schools offer foundational computer science courses (86% in the 2022-2023 school year), taking a CS course is not a graduation requirement. Thus, access isn’t enough and doesn't automatically imply participation , especially among students in sociodemographic groups historically underrepresented in CS. Results confirm what research consistently shows: engagement and equity remain real challenges within CS education. Research also offers us some strategies for what we can do about it, such as: Engage underrepresented students, particularly girls and students of color, by connecting CS to their interests and lived experiences. Develop inclusive curricula that emphasize collaboration, creativity, and real-world problem-solving. Invest in teacher training and support systems that make CS welcoming and accessible to all students. Monitor and evaluate course offerings, prerequisites, and student outcomes to ensure equitable access to both foundational and advanced pathways. CS education must evolve to keep pace of the diverse educational landscape. This study offers a valuable lens into where we are—and where we need to go. The takeaway is clear: if we want a future where all students can participate in CS (and we do!), we must take effective action in and out of the classroom. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Racial and Ethnic Disparities in Types and Sources of Victimization Inside Prison Nancy Wolff, Jing Shi & Cynthia L. Blitz Prison populations disproportionately represent people of color, reflecting broader correlations between crime, poverty, and racial demographics that have profound consequences for communities and families. This comprehensive research by Nancy Wolff, Jing Shi, and Cynthia L. Blitz examines how this demographic reality affects victimization patterns within correctional facilities, exploring whether racial and ethnic disparities in prison violence stem from systematic racism or other factors. The study surveyed 6,964 male inmates across 12 adult facilities in a single state prison system, analyzing victimization rates by racial and ethnic groupings (non-Hispanic White, African American, and Hispanic) and by perpetrator type (inmates versus staff members). The research measured three forms of victimization: sexual violence, physical violence, and property crime, using audio computer-assisted survey technology to ensure reliable reporting of sensitive experiences. The findings reveal complex patterns that defy simple explanations of racially motivated violence. African Americans were less likely to report victimization by other inmates but more likely to report victimization by staff members, while non-Hispanic Whites showed the opposite pattern, identifying inmates more than staff as perpetrators of violence against them. Hispanic inmates experienced above-average rates of staff-on-inmate victimization and also had elevated rates of inmate-on-inmate victimization. However, when all types of victimization were combined, overall rates were roughly equivalent across racial groups (37.8% for non-Hispanic Whites, 37.3% for African Americans, and 41.5% for Hispanics over a six-month period), suggesting that total exposure to violence is similar regardless of race or ethnicity. Significantly, the study found that victims generally did not attribute their victimization primarily to racial motivations, except among non-Hispanic White victims who were more likely to identify race as a factor in attacks against them. When asked about characteristics that make inmates targets for violence, respondents across all racial groups identified behavioral factors (such as being a "snitch," stealing, or not paying debts) and personal characteristics (being perceived as weak, homosexual, or having committed offenses against children) rather than racial identity. The research suggests that while racial and ethnic disparities in victimization clearly exist within prison systems, these patterns appear to be more closely related to institutional dynamics, individual vulnerabilities, and behavioral factors than to systematic racial targeting. The study concludes that preventing prison violence requires addressing opportunity structures for victimization and training staff to maintain harm-free environments, rather than focusing solely on racial tensions as the primary driver of prison violence. December 2008 The Prison Journal | Volume 88, Issue 4 DOI: 10.1177/0032885508325392 This study examines racial and ethnic patterns in prison victimization rates across different types of violence and perpetrator sources, revealing complex disparities that challenge assumptions about racism as the primary motivating factor. Citation Wolff, N., Shi, J., & Blitz, C. L. (2008). Racial and Ethnic Disparities in Types and Sources of Victimization Inside Prison. The Prison Journal , 88 (4), 451–472. https://doi.org/10.1177/0032885508325392 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link