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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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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 the Institute of Education Sciences Research Archive Year Title Authors Description 2025 The Middle-to-High School Transition: Key Factors Shaping 9th-Grade Computer Science Enrollment David J. Amiel & Cynthia L. Blitz The study identifies key factors influencing 9th-grade computer science enrollment, revealing persistent participation gaps and providing actionable strategies to promote equity during the middle-to-high school transition. 2025 Evaluating and Selecting CS Curricula: How to Make Informed, Equitable Decisions Cynthia L. Blitz, David J. Amiel, & Vivian Allen This presentation provides educators with a systematic framework for evaluating computer science curricula, addressing resource overload through practical guidance on content relevance, feasibility, and contextual fit. 2025 The Scratch Arcade: Deeper Learning & Authentic Engagement through Sustained Design & Collaboration David J. Amiel, Fran P. Trees, & Kristen Hickman A 12-day middle school project where students design, build, and showcase arcade games using Scratch, culminating in a class game fair; promotes relevant, sustained, and engaging CS learning. 2025 An In-Depth Exploration of Mathematics Teaching Tools: Practical Insights for Educators Jennifer Vradenburgh, Cynthia L. Blitz, & David J. Amiel A comprehensive exploration of five widely used mathematics teaching tools providing educators with practical insights for selecting and integrating digital resources effectively. 2025 Technology Course-Taking in High School: Insights for Underrepresented Populations Teresa G. Duncan, Cynthia L. Blitz, Nedim Yel, & David J. Amiel This study examines how student and school characteristics influence high school technology course enrollment, highlighting persistent disparities among underrepresented groups in computer science education. 2025 Computer Science, Entrepreneurship, and Design – An Enticing Approach! David J. Amiel, Cristin Sedelmaier, & Frances P. Trees A creative, hands-on project where middle schoolers design ice cream shops while learning computer science, entrepreneurship, data analysis, website creation, and 3D modeling. 2025 Cohort Dynamics and Longitudinal Trends in High School Computer Science Participation Cynthia L. Blitz, David J. Amiel, & Teresa G. Duncan 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. 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 This paper explores the development of the 2024 Rutgers University Computer Science Summit and how it’s content and structure were designed meet its goals. Page 1 of 7

OUR SERVICES Your Trusted Partner for Work that Matters Rutgers CESP is dedicated to conducting high-quality research and evaluation work, connecting professionals with relevant, accurate and timely evidence-based insights, and supporting practitioners in a wide range of fields to put that information to use. At the same time, we are committed to building the capacity of all stakeholders to plan, implement, understand, and disseminate their work by providing meaningful development opportunities, professional learning, and technical assistance. Our services include: Research & Evaluation Educational Audits Planning & Implementation Development & Training Data & Analytics We understand that one size does not fit all . No matter the project, we are committed to crafting and delivering solutions that work in ways that work. For customized solutions, contact us . We're excited to learn about your work. Research & Evaluation Rutgers CESP is committed to generate understand, and disseminate new knowledge and insight through rigorous and thoughtful research and evaluation work. Since 2010, our team has secured over $22 million in research funding and is ready to share our successes and lessons learned. Our team has decades of experience across the research lifecycle: identifying research and evaluation needs, designing high-impact projects, implementing protocols and programs with fidelity, understanding results, and communicating findings to a breadth of stakeholders. Our Research & Evaluation services include: Grant Services Program Evaluation Research Project Partnerships Research & Evaluation Design Across every discipline, and at every level, exceptional insights lead to exceptional decisions. Rutgers CESP is ready to partner with you to plan new work, implement existing programs, understand the impacts of your work, make practical and informed recommendations, and much more. Let's Work Together Educational Audits Rutgers CESP provides comprehensive, objective evaluations of educational programs, including school-based programming, informal learning environments, adult education, professional development, and workforce training initiatives. Drawing on deep expertise in evaluation frameworks and methodologies, we conduct audit work that is thoughtfully designed to identify strengths, understand impacts, and drive positive change. Using a structured and data-driven methodology, we deliver reliable, actionable insights that inform strategic improvements. Our Educational Audit services include: Multi-Tiered Systems of Support (MTSS & RTI) Program Audits Scheduling Graduation Rates & Pathways Curriculum Audits Our approach not only identifies areas for improvement but also partners with clients to develop practical, actionable plans for progress. Along with our expertise in education, evaluation, and improvement sciences, we regularly collaborate with domain-area experts (e.g., special education, adult learning, workforce development) to ensure that the expertise of our team matches the unique needs of your programs. Partner with us to understand your programs, their impacts, and ensure they are aligned with best practices. Let's Improve Together Planning & Implementation Rutgers CESP partners with individuals and organizations to design, carry out, sustain, and scale high-impact, meaningful work. Whether you are identifying needs, designing new initiatives, or implementing policies and programs, our team brings the expertise and collaborative spirit needed to make your efforts successful. We are committed to understanding your goals and contexts, providing support where it's needed, taking the lead where appropriate, and working with you to understand and communicate your successes effectively. Our Planning & Implementation services include: Needs Assessments Strategic Planning Grant Planning Program Conceptualization Policy Implementation Support Communication & Dissemination Strategy Project Management We approach every project with a commitment to quality, relevance, and partnership. Our team’s breadth of experience across educational and professional contexts ensures that our solutions are practical, responsive, and positioned to make a difference. Let’s work together to transform ideas into action and make your initiatives thrive. Let's Build Together Development & Training Rutgers CESP offers dynamic, customized professional development and training opportunities to educators, administrators, leaders, and professionals across fields. We work with you to identify training needs and opportunities, develop targeted content, and deliver it through modalities best suited for learners (e.g., virtual, a/synchronous, small group, seminars, etc.). Our team brings deep expertise and a forward-thinking approach to training and professional growth, ensuring participants gain practical skills and insights that are relevant and impactful. Our Development & Training services include: Professional Development Leadership Development Educator Learning PLC/Collaboration Facilitation Data-Use Capacity Evidence-based Decision Making Whether you’re looking to empower educators, develop leadership potential, or enhance workforce capabilities, we’re here to help you build capacity and thrive in a rapidly evolving landscape. Let's Grow Together New! Artificial Intelligence & Data Use Rutgers CESP can help your school or organization understand emerging technologies and use them to streamline processes and transform their work! Ask us about professional development opportunities related to utilizing AI or building data-use capacity! Data & Analytics At Rutgers CESP, data analysis is more than just crunching numbers; it’s about drawing meaningful insights that inform decisions and drive progress. As trained researchers at a leading research university, we bring unparalleled expertise and a commitment to rigor in every analysis we conduct. Our team is well-versed in research methodologies, statistical techniques, and data interpretation, ensuring that your data is analyzed with accuracy and precision. We don’t just deliver results ; we make sure it’s understandable, relevant, and accessible to the audiences that can use it. Our Data & Analytics services include: Case Studies Data Analysis Statistical Methods & Design Interpretation & Action In an era where data is everywhere, cutting through the hype to truly understand and interpret information is more important than ever. Rutgers CESP stands out from the crowd by emphasizing statistically sound, high-impact research practices. Our analytics center responsible and ethical research, transparency, and making complexity easily accessible, helping you understand what your analysis means, and just as importantly, what it doesn’t. Trust Rutgers CESP to provide the depth, accuracy, and clarity your data deserves. Let's Learn Together

Back to News A New Way to Look at Online Math Platforms: Our Reference Sheets! Taking the Guesswork out of Choosing the Right Platform for your Classroom The new "Math Platforms at a Glance" Reference Sheets give teachers a clear look at major digital math platforms like Khan Academy, IXL, and DreamBox. This free resource offers practical comparisons, classroom insights, and tips to find the best fit for every teaching style and purpose. By Anna Lasek, Communications Assistant at Rutgers CESP There are numerous math platforms and educational tools available to help students succeed both in and out of the classroom. You may have heard of ALEKS, Beast Academy, DreamBox, IXL, and Khan Academy - each providing various features, levels of adaptivity, and ways of tracking student progress. But which resource works best for you and your teaching goals? Rutgers CESP has created free, concise reference sheets for educators that allow teachers to learn more about each major platform, see how they’re structured, and receive tips for using them in practice. Our math resources are designed to give teachers essential information about each platform. Each resource includes: Quick Comparisons : At-a-glance information showing grade levels, standards alignment, and access options (desktop, mobile, app). Classroom Applications: How each tool can be used as a full curriculum, for homework, extra practice, and more! Student Experience : What the platform looks and feels like for students, such as game-like adventures, clean workbooks, or somewhere in between. Teacher Insights: Real considerations such as how long diagnostics take, whether dashboards are easy to use, what keeps students motivated, or what features might end up being a distraction. How We Built This Resource Utilizing a two-step process, we explored each platform while considering the perspectives of students and teachers. Experienced math educators reviewed each platform while considering how to use them in class, how they fit into lessons or achieve particular learning goals, and how they ultimately serve students. This feedback helped to highlight the “need-to-know” details and flag potential challenges. Using structured graphic organizers, we logged details such as scope and sequence, pricing, assessments, and available teacher supports. By combining systematic research with real educator input, we created resources that are practical, honest, and of course, free! Why It Matters No digital math tool is perfect, and none of them are one-size-fits-all. These reference sheets are here to help you figure out which platform is best for your students, your teaching style, and your needs. Ready to dive in? Explore the reference sheets in the CESP Resource Library here to see which tools might be the best fit for your classroom. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Resources New Jersey Parents’ Views of Adolescent Depression Screening New Jersey Parents Weigh in on School-Based 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. Suggested Citation New Jersey Parents’ Views of Adolescent Depression Screening. (2022). Project ASPEN. New Brunswick, NJ: Rutgers University. Retrieved from https://cesp.rutgers.edu . Our research shows that parents in New Jersey recognize the benefits of depression screening but have concerns regarding possible unintended effects and the administration of screening in schools. Effective communication that addresses these concerns is imperative to increasing support from parents to school- based depression screening. 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 ages 12-18. Yet rates of adolescent depression screening remain extremely low. Project ASPEN, 2022 - New Jersey Parents Views of Adolescent Depression Screening .pdf Download PDF • 882KB 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 Research Predicting the Self-Efficacy of School Leaders: Trust Matters Anton Scherbakov, Cynthia L. Blitz, & Dessi G. Kirova This presentation explored the relationship between trust and self-efficacy among school leaders at the 2015 AERA annual conference. Given the current legislative and political climate's focus on improving educator effectiveness, the researchers investigated self-efficacy beliefs among administrators, which had received limited research attention despite extensive work on teacher self-efficacy. The study examined 297 school leaders from twenty-five school districts participating in a pilot teacher evaluation program in a northeastern state, including superintendents, principals, assistant principals, supervisors of instruction, and other district-level positions. Using hierarchical multiple regression analysis, the researchers found that trust was a significant predictor of self-efficacy beliefs among school leaders, with both administrator-administrator trust and administrator-teacher trust serving as significant predictors even after controlling for demographic variables and district socioeconomic status. The findings revealed that trust between administrators had a stronger relationship with self-efficacy than trust between teachers and administrators. The researchers created new scales for measuring administrator self-efficacy and trust, which demonstrated high internal reliability. The study suggests that interventions targeting trust between administrators may promote increased levels of perceived self-efficacy within school systems, though the cross-sectional design prevented determination of causal direction. The researchers concluded that more research is needed to investigate whether administrator efficacy is associated with student achievement and to explore potential interventions. April 2015 2015 Annual Meeting of the American Educational Research Association Chicago, Illinois, USA This study examined the relationship between trust and self-efficacy among 297 school leaders, finding that trust significantly predicted administrator self-efficacy beliefs. Citation Shcherbakov, A., Blitz, C. L., & Kirova, D. G. (2015, April 17). Predicting the Self-Efficacy of School Leaders: Trust Matters . 2015 Annual Meeting of the American Educational Research Association, Chicago, Illinois, USA. http://tinyurl.com/lfw9mul View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People e : p : Download CV Education : Affiliations : Biographical Highlights

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 High School Computer Science Participation: A 6-Year Enrollment Study Cynthia L. Blitz, David J. Amiel, & Teresa G. Duncan Despite growing recognition of computer science (CS) education’s importance coupled with the increasing number of U.S. high schools offering CS courses, overall participation rates among high school students remain modest, raising important questions about engagement and enrollment. In a research brief written by Cynthia L. Blitz and David J. Amiel of the Rutgers Center for Effective School Practices and Teresa G. Duncan of Deacon Hill Research Associates, the authors share an analysis that examines high school CS participation among seven schools in the Northeastern U.S. over six academic years. Noting that the data suggest that some student groups have experienced incremental increases in participation but overall trends remain largely unchanged, they conclude by recommending that efforts to increase participation in high school CS courses must go beyond simply providing access. The authors suggest that high school CS education also needs to focus on fostering engagement, addressing barriers to enrollment, and ensuring that students recognize the value of computing skills in various career pathways. February 2025 arXiv | Research Brief DOI: 10.48550/arXiv.2503.04770 This research brief shares an analysis of high school computer science participation among seven U.S. schools over six academic years. Citation Blitz, C. L., Amiel, D. J., & Duncan, T. G. (2025). High School Computer Science Participation: A 6-Year Enrollment Study (Version 1). arXiv. https://doi.org/10.48550/ARXIV.2503.04770 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