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Back to Research Evaluating and Selecting CS Curricula: How to Make Informed, Equitable Decisions Cynthia L. Blitz, David J. Amiel, & Vivian Allen Computer science educators face an overwhelming abundance of curricular resources, leading to decision paralysis or arbitrary choices that may not effectively serve students. This presentation addresses the challenge of resource overload by providing practical guidance for evaluating curricula based on their alignment with teaching goals, ability to foster student engagement, suitability for target audiences, and compatibility with the broader school ecosystem. The framework focuses on a systematic evaluation process that examines content relevance factors such as difficulty and standards alignment, contextual relevance including instructional methods and activities, and feasibility considerations like device compatibility, lesson duration, and preparation time requirements. The presentation introduces the Middle School CS Curriculum Crosswalk, a free online tool that provides detailed comparative information on eight middle school computer science curricular options. By approaching curriculum selection with a holistic view of the school's CS ecosystem, educators can better meet student needs and administrative requirements while increasing access to high-quality computer science instruction. The session emphasizes that curriculum selection should be viewed as an ongoing process, encouraging educators to be selective, adapt resources to their specific contexts, and focus on making informed, evidence-based decisions that support equitable computer science education. July 2025 Computer Science Teachers Association (CSTA) Annual Conference Cleveland, Ohio, USA 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. Citation Blitz, C. L., Amiel, D. J., & Allen, V. (2025, July 8). Evaluating and Selecting CS Curricula: How to Make Informed, Equitable Decisions [Conference presentation]. Computer Science Teachers Association (CSTA) 2025 Annual Conference, Cleveland, Ohio, USA. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Recruiting Diverse Learners to High School Computer Science Cynthia L. Blitz, Vivian Allen, & David J. Amiel Rutgers Center for Effective School Practices researchers Cynthia L. Blitz, Vivian Allen, and David Amiel presented 'Recruiting Diverse Learners to High School Computer Science' at the 52nd Association for Computing Machinery Technical Symposium on Computer Science Education in 2021 (SIGCSE21). The presentation highlighted strategies for improving recruitment and engagement of under-represented students into high school computer science classes. Operating within the collaborative structure of a researcher-practitioner partnership (RPP), the computer science diversity, equity, and inclusion strategies were conceived by members of the Rutgers Computer Science Teaching and Learning Collaboratory (CS-TLC), a National Science Foundation-funded RPP established to build the capacity of schools to provide rigorous, inclusive computer science education. Through an audit and reflection on current practice coupled with a synthesis of major findings from the education literature, CS-TLC formulated a three-pronged strategy to address equitable student recruitment: i. tailoring communication and outreach activities; ii. revisiting and updating relevant institutional practices or policies that directly or indirectly impact recruitment and engagement; and iii. enhancing existing instructional practices. The presentation previewed each of these approaches, shared what was preliminary qualitative evidence regarding their efficacy, and highlighted the benefits of working within an RPP to conduct such work. March 2021 52nd ACM Technical Symposium on Computer Science Education Virtual Event DOI: 10.1145/3408877.3439565 Conference presentations describe evidence-informed strategies for improving recruitment and engagement of under-represented students into high school computer science. Citation Blitz, C. L., Allen, V., & Amiel, D. J. (2021). Recruiting Diverse Learners to High School Computer Science [Poster presentation]. 52nd ACM Technical Symposium on Computer Science Education, Virtual Event. https://doi.org/10.1145/3408877.3439565 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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

Back to Resources Middle School Introductory Computer Science Curriculum Crosswalk Explore and Compare Introductory Computer Science Curricula This tool features detailed information on eight different curricula for middle school introductory computer science, including approaches to teaching, whether through games, storytelling, or other engaging methods. Suggested Citation Middle school introductory computer science curriculum crosswalk . Rutgers University Center for Effective School Practices. (2024, August). https://cesp.rutgers.edu/resource/cs-crosswalk Finding the right introductory computer science curriculum for middle school students is crucial for educators. The Rutgers Middle School Introductory Computer Science Curriculum Crosswalk, accessible online, simplifies this process by providing detailed information on eight different curricula. This tool helps teachers by presenting key facts about each option, including its approach to teaching computer science, whether through games, storytelling, or other engaging methods. It also includes: a clear course description from each curriculum provider and links their websites details about each curriculum's structure, the programming languages used, and how the lessons are organized the cost for classroom use and how the curriculum was funded how often the curriculum is updated information about training available for teachers. This straightforward approach of the Rutgers Middle School Introductory Computer Science Curriculum Crosswalk allows educators to quickly compare different curricula, understand what each one offers, and decide which is best suited to their students' needs and their teaching goals. Explore the Crosswalk Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Exploring Job-Embedded Professional Learning in Rural Schools Nicole Martin, Earl Legleiter, Cynthia Blitz, Rachel Smith, & Michelle Kendrick In a white paper titled “Exploring Job-Embedded Professional Learning in Rural Schools,” published through the 100Kin10 Grand Challenges initiative, the authors examined successes and challenges in implementing professional development programs for educators in rural settings and identified strategies for sustaining partnerships with school districts. Discussion of the National Survey of Science and Mathematics Education and its findings and potential implications is the focus of the white paper. Topics include: Decision making about professional learning. The job-embedded nature of professional learning. Quality of professional learning. School culture surrounding professional learning. Most impactful forms of professional learning, including specific curricula. Challenges to implementing professional learning and supports to overcome them. March 2021 100Kin10 Grand Challenges | White Paper 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. Citation Martin, N. D., Legleiter, E., Blitz, C. L., Smith, R., & Kendrick, M. (2021). Exploring Job-Embedded Professional Learning in Rural Schools (Grand Challenges). 100k in 10. https://grandchallenges.100kin10.org/progress/job-embedded-professional-development-programs-for-rural-schools View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects New Jersey Alliance for Clinical and Translational Science (NJ ACTS) National Institutes of Health Coordinated by Rutgers Biomedical and Health Sciences (RBHS), the New Jersey Alliance for Clinical and Translational Science (NJ ACTS) comprises a consortium with Rutgers and Princeton Universities, NJ Institute for Technology, medical, nursing, dental and public health schools, hospitals, community health centers, outpatient practices, industry, policymakers and health information exchanges. With access to ~7 million people, NJ ACTS serves as a ‘natural laboratory’ for translational and clinical research. CESP will serve as the NJ ACTS Internal Evaluator. The CTSA Hub focuses on two overarching themes: the heterogeneity of disease pathogenesis and response to treatment, and the value of linking large clinical databases with interventional clinical investigations to identify cause-and-effect and predict therapeutic responses. NJ ACTS will provide: innovative approaches to link information from large databases and electronic health records to inform clinical trial design, execution and analysis; and novel platforms for biomarker discovery using fluorescence in situ hybridization and machine learning to identify unique neural signatures of chronic illness. Timeline This project began in February 2019 and is scheduled through March 2031. Sponsorship This project is funded by multi-million dollar grant from the the National Institutes of Health through the CTSA program [award #M1TR004789]. Project Leaders & Key Personnel Principal Investigator: Reynold A. Panettieri, Jr., MD Internal Evaluator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations Rutgers Biomedical Health Services Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects Employment, Development, Guidance, and Engagement (EDGE) Program Evaluation N.J. Commission for The Blind The Rutgers University Center for Effective School Practices (CESP) is serving as the external evaluator for the Employment, Development, Guidance, and Engagement (EDGE) program, a partnership between The Arc, Ocean County Chapter, and the New Jersey Commission for the Blind and Visually Impaired (CBVI). The EDGE initiative aims to empower 120 blind and visually impaired students by facilitating their transition into independent living and career development. The EDGE program is structured into two distinct phases: EDGE 1.0, which is geared towards high school students and includes a series of Saturday workshops focusing on interpersonal development, college preparation, financial literacy, and more; and EDGE 2.0, designed for college students, offering online classes and dedicated college advisors to help students assimilate into college life in a career-focused manner. Both phases are strengthened by the invaluable insights and guidance from former EDGE enrollees who now serve as staff and mentors, providing a unique perspective to current participants. In its evaluative capacity, Rutgers CESP will closely collaborate with the EDGE program's stakeholders to assess its efficacy and impact. This comprehensive evaluation will involve detailed reviews of program implementation, mentor and staff engagements, student achievements, and overall outcomes. CESP is excited about this partnership and is eager to contribute its evaluative expertise to a program making a profound difference in the lives of blind and visually impaired youth. Timeline This project began in July 2022 and is scheduled through June 2025. Sponsorship This program is funded by the New Jersey Commission for the Blind and Visually Impaired (Department of Human Services). Rutgers CESP is contracted for evaluation services by The Arc of Ocean County. Project Leaders & Key Personnel Program Director: Perry Sandler External Evaluator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations The Arc, Ocean County Chapter Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects New Jersey Early Learning Training Academy (NJ-ELTA) New Jersey Department of Education The Center for Effective School Practices was awarded a grant from the New Jersey Department of Education to design and implement the New Jersey Early Learning Training Academy (NJ-ELTA), a crucial project within New Jersey’s Race to the Top Early Learning Challenge. NJ-ELTA was the professional development component of the Grow NJ Kids Quality Rating Improvement System, a multifaceted effort to improve preschool performance across the state. The program impacted 83,000 infants and children at 1,788 preschool settings. Using a “train-the-trainer” model, NJ-ELTA staff delivered training modules to a team of master preschool educators, who then delivered the modules to their local peers. The modules were based on the key skill set areas identified by Grow NJ Kids as essential for early childhood workers: Health and Safety, Curriculum and Learning Environment, Family and Community Engagement, Workforce Development, and Administration and Management. By training New Jersey’s preschool workforce in these areas, NJ-ELTA ensured preschool students throughout the state were in the care of highly qualified and competent professionals who provided instruction that supported child development while expertly managing the many challenges that arose in a preschool setting. CESP worked with two regional partners to manage the delivery of training: Passaic County Community College in northern New Jersey and Atlantic Cape Community College in southern New Jersey. CESP delivered training for the central region of New Jersey in addition to acting as the primary agency for the overarching statewide program. Timeline This project began in 2014 and concluded in 2016. Sponsorship This project was conducted with a $3,100,000 grant from the New Jersey Department of Education. Project Leaders & Key Personnel Principal Investigator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations N.J. Department of Education, Passaic County Community College, Atlantic Cape Community College Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Integrating Curricular Resources into Computer Science Classrooms David J. Amiel, Frances P. Trees, & Cynthia L. Blitz Rutgers University researchers David Amiel, Fran Trees, and Cynthia Blitz presented 'Integrating Curricular Resources into CS Classrooms' in 2024 at the Rutgers University Computer Science Summit. The presentation reviewed aspects of finding, selecting, using, and sharing resources such as lesson plans, worksheets, short activities, slides, projects, units, course curricula, videos, examples, and guest speakers to support computer science education. December 2024 Rutgers University Computer Science Summit New Brunswick, New Jersey, USA How to find, select, use, and share computer science education lesson plans, worksheets, activities, slides, projects, and other curricular resources is the focus of this presentation. Citation Amiel, D. J., Trees, F. P., & Blitz, C. L. (2024, December 13). Integrating Curricular Resources into Computer Science Classrooms [Conference presentation]. 7th Annual Rutgers University Computer Science Summit, New Brunswick, New Jersey, USA. https://sites.google.com/view/2024-ru-cs-summit/ 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