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Back to Research Effect of Media Coverage and Physician Advice on Utilization of Breast Cancer Screening by Women 40 Years and Older Itzhak Yanovitzky & Cynthia L. Blitz This research examines the relative importance of mass media coverage and physician advice in promoting mammography screening among women aged 40 and older. Using time-series regression analysis, the study analyzed 36 consecutive months of national-level data from the Behavioral Risk Factor Surveillance System (BRFSS) combined with content analysis of mammography-related news coverage from seven major newspapers between 1989-1991. The researchers tested five theoretical models of how media coverage and physician advice might interact to influence health behavior: competition, functional alternative, complementary, reinforcement, and mediation models. The study found that both communication channels significantly affected mammography-seeking behavior, with physician advice accounting for approximately 30% of variance in screening behavior and media coverage contributing 13% when analyzed separately. Content analysis revealed that 93% of mammography-related news items were favorable toward screening, and when both channels were considered together, they accounted for 51% of the variance in mammography utilization. The research demonstrated that media coverage and physician advice operated independently of each other rather than one mediating the effects of the other. Results provided strongest support for the complementary model of communication effectiveness, revealing a division of labor between the two channels. Physician advice was particularly influential for women with regular access to healthcare providers, accounting for 36% of variance in screening behavior among this group. In contrast, media coverage played a more significant role for women without regular physician access, contributing 15.5% of variance in screening behavior among women who were less likely to receive medical recommendations. These findings suggest that mass media and physician advice complement rather than compete with each other in promoting preventive health behaviors. July 2000 Journal of Health Communication | Volume 5, Issue 2 DOI: 10.1080/108107300406857 This study examines how media coverage and physician advice influence mammography screening decisions among women 40 and older, testing five theoretical models of communication effectiveness. Citation Yanovitzky, I., & Blitz, C. L. (2000). Effect of Media Coverage and Physician Advice on Utilization of Breast Cancer Screening by Women 40 Years and Older. Journal of Health Communication , 5 (2), 117–134. https://doi.org/10.1080/108107300406857 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects Project ASPEN: Active Surveillance of Policy Ecosystems and Networks to Enhance Brokering of Research Evidence into State Policymaking William T. Grant Foundation In partnership with the Rutgers University School of Communication and Information, the ASPEN Project sought to broaden the understanding of how policymakers interacted with research data by tracking its dissemination through knowledge brokers in and around policy ecosystems, specifically by examining implementation-side research on adolescent universal depression screening in New Jersey’s schools. As research partners, CESP was responsible for conducting key informant interviews with school guidance counselors, psychologists, and members of child study teams across the state to gather and assess data on the feasibility of annual screenings to inform publications. Additionally, CESP developed and administered online surveys for hundreds of respondents across the state to gather further data. These publications were aggregated in an online hub, and information from them was tracked through social media analysis, news coverage analysis, and ultimately through their use by policymakers as laws were written, debated, and enacted. Timeline This project began in July 2019 and concluded in June 2022. Sponsorship This project was conducted with a $1,000,000 grant from the William T. Grant Foundation. Project Leaders & Key Personnel Principal Investigator: Dr. Itzhak Yanovitzky, Ph.D. Co-Inverstigator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations Rutgers School of Communication and Information, National Alliance on Mental Illness New Jersey Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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Back to Resources Research Brief: Social-Emotional Learning (SEL) in Response to COVID-19 Addressing trauma and supporting student well-being through SEL This brief explores how schools can implement trauma-informed social-emotional learning (SEL) to address the academic and emotional impacts of COVID-19, especially for the most vulnerable students. Suggested Citation Blitz, C. L., Amiel, D. J., & Clough, T. G. (2022, January). Research brief: Social-emotional learning (SEL) in response to COVID-19 . New Brunswick, NJ: Rutgers University Center for Effective School Practices. Retrieved from https://cesp.rutgers.edu/. This research brief from the Rutgers Center for Effective School Practices focuses on the vital role of social-emotional learning (SEL) in helping students recover from the disruptions caused by the COVID-19 pandemic. As educators, families, and communities grapple with the long-term impact of trauma, loss, and prolonged social isolation, SEL has emerged as a powerful tool to foster healing and resilience. The brief draws on guidance from leading organizations like CASEL to define SEL’s core competencies and explain how trauma-informed SEL approaches can be integrated into existing school systems. It pays particular attention to equity concerns, highlighting the disproportionate impact of the pandemic on students from marginalized backgrounds—including those in low-income households, English learners, and students with disabilities. CESP, 2022 - Research Brief - Social-emotional Learning (SEL) in Response to covid-19 .pdf Download PDF • 601KB Incorporating trauma-informed SEL into everyday school practices is essential for addressing the mental health and emotional well-being of students in a post-COVID world. This brief not only outlines practical strategies for implementation across tiers of support but also emphasizes the importance of creating inclusive environments where all students feel safe, seen, and supported. By fostering self-awareness, empathy, and responsible decision-making, SEL can help students rebuild their interpersonal skills, regain academic focus, and re-engage in their education with a renewed sense of purpose. Schools that prioritize SEL—alongside academics—will be better positioned to meet the holistic needs of their students and create a stronger, more equitable foundation for future learning. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Technology Course-Taking in High School: Insights for Underrepresented Populations Teresa G. Duncan, Cynthia L. Blitz, Nedim Yel, & David J. Amiel This study explores who takes technology courses in high school, with a particular focus on students from underrepresented populations. Using detailed data from seven public school districts in a northeastern U.S. state, the study examines how student demographics and school-level factors influence enrollment in three types of high school technology courses: any technology course, computer science (CS)-focused courses, and applied technology courses. The findings reveal persistent inequities in access to and participation in these courses, especially for students from historically marginalized groups. Key results show that male and Asian students are significantly more likely to enroll in any type of technology course. For applied technology courses, which are more vocational in nature, Hispanic students and those in schools with higher rates of economic disadvantage also showed higher enrollment. Notably, schools with a larger share of English learners had substantially lower technology course participation rates across the board. The availability of CS-focused courses within a school was a strong predictor of student enrollment, highlighting the role of institutional policy and access in shaping student participation. These findings underscore the importance of distinguishing between different types of technology education when assessing both access and participation. While applied technology courses appear to provide an entry point for some underrepresented students, they may also reflect a systemic divide that tracks students into vocational rather than academic or CS-intensive paths. Simply offering CS in middle school or high school is not enough; disparities in enrollment remain, especially for Black, Hispanic, and female students. Meaningful progress toward equity in CS education requires more than increasing course availability. It also demands coordinated strategies to address structural barriers, from chronic absenteeism to teacher preparation and curriculum design. This paper was developed with funding from U.S. Department of Education (grant number S411C200084). The contents of this paper do not necessarily represent the policy or views of the U.S. Department of Education, nor do they imply endorsement by the U.S. Department of Education. April 2025 Annual Meeting of the American Educational Research Association AERA 2025: Research, Remedy, and Repair: Toward Just Education Renewal Denver, Colorado, USA This study examines how student and school characteristics influence high school technology course enrollment, highlighting persistent disparities among underrepresented groups in computer science education. Citation Duncan, T. G., Blitz, C. L., Yel, N., & Amiel, D. J. (2025, April 23). Technology Course-Taking in High School: Insights for Underrepresented Populations . Annual Meeting of the American Educational Research Association: Research, Remedy, and Repair: Toward Just Education Renewal, Denver, CO. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

OUR STORY A History of Excellence The Center for Effective School Practices (CESP) is an applied translational research and evaluation unit within the Rutgers University Graduate School of Education. Established nearly 25 years ago, Rutgers CESP has a well-earned reputation for its dedication to bridging the gaps among research, practice, and policy. Centrally, the center works to develop mechanisms and tools that build the capacity of systems, organizations, and stakeholders to effectively use timely, credible, and actionable research-based insights. To this end, Rutgers CESP has decades of experience in leveraging community and practitioner knowledge, fostering multi-sector collaborations, and facilitating the institutionalization of effective decision-making routines. Rutgers CESP operates as a dynamic hub for innovation, working to create, test, refine, and scale promising interventions and programs. The center’s work operates within and well beyond traditional educational boundaries, forging meaningful connections among disciplines such as health, workforce development, and public policy. Through our interdisciplinary approach, we foster impactful partnerships among local education agencies, institutes of higher education, government agencies, community organizations, and industry corporations. With a rich network of collaborators and proven ability in facilitating collaborations, Rutgers CESP actively engages in the co-production of knowledge that benefits all involved. A Mission that Inspires Us The Center for Effective School Practices (CESP) at Rutgers University bridges the gaps among research, practice, and policy by developing innovative, evidence-based solutions. We empower systems, organizations, and stakeholders to make informed, data-driven decisions through interdisciplinary collaboration and the practical application of research insights. We: • Conduct rigorous research and evaluation to generate new knowledge and actionable insights. • Develop tools and mechanisms that build the capacity of individuals, organizations, and systems. • Facilitate interdisciplinary collaborations across education, health, workforce development, and public policy. • Provide professional development and technical assistance tailored to diverse stakeholder needs. • Translate and apply research evidence to enhance research, practice, and policy. Work That Matters Securing over $22 million of research and contract funding since 2012, Rutgers CESP has a wide-reaching portfolio of high-impact research and evaluation programs. The center has received competitive grant awards from the National Science Foundation, National Institutes of Health, state and federal Departments of Education, and other public and private organizations. In addition, Rutgers CESP frequently serves as an evaluator for an array of programs and interventions, develops and delivers high quality professional development and technical assistance, and provides numerous impactful services directly to organizations and professionals. Rutgers CESP is your trusted partner for work that matters. Whether through research, evaluation, technical assistance, or analytics, our center delivers innovative, tailored, and practical solutions. Work with Us Work That Matters Spanning disciplines and levels, Rutgers CESP is committed to excellence in all its work. Explore the efforts that keep practitioners and professionals at the center. Projects Generating New Knowledge With decades of experience in mixed methods applied research and evaluation, Rutgers CESP is a major contributor to NJ's research titan. Research Translating to Practice As experts in dissemination, Rutgers CESP makes findings, tools, and other resources available to practitioners in ways that make sense, all for free. Resources People Make it Possible At Rutgers CESP, our team, our partners, and collaborating districts and organizations are at the heart of what we do. Learn more about the engine that powers our work. People

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

Back to Our People Vivian Allen Associate Director e : p : vivian.allen@gse.rutgers.edu (732) 564-9100 x16 Education : Continuing Ed. Diploma, Financial Analysis; New York University B.A., New York University 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 Our People Taylor Clough, M.S.W. Research Associate e : p : tgc27@gse.rutgers.edu (732) 564-9100 x10 Education : M.S.W., Clinical Social Work; Widener University B.S., Psychology; Rutgers University Taylor Clough is a Research Associate at Rutgers CESP, where he contributes to applied research and program evaluation efforts aimed at advancing educational excellence. At CESP, he supports mixed-methods research projects, resource development, and the provision of technical assistance. In addition, he provides administrative and operational support to facilitate trainings, outreach events, and research efforts to promote the smooth functioning of the Center’s activities. Taylor has experience in both research and clinical practice, bringing a strong background in mixed-methods design, data collection, and analysis. He has co-authored research briefs and practitioner-focused resources on topics including special education, social-emotional learning, and computer science education. His work reflects a commitment to translating research into practical tools and strategies that support educators, learners, and families. Beyond his research responsibilities, Taylor is a Licensed Social Worker with clinical experience providing therapy to adolescents and adults in a variety of mental health settings. This dual expertise informs his research approach, centering the lived experiences of students, families, and communities. Taylor holds an M.S.W. in Clinical Social Work from Widener University and a B.A. in Psychology with a minor in Health and Society from Rutgers University.

Back to Research The Scratch Arcade: Deeper Learning & Authentic Engagement through Sustained Design & Collaboration David J. Amiel, Fran P. Trees, & Kristen Hickman The Scratch Arcade project engages middle school students in a multi-week effort to conceptualize, design, and develop arcade games using Scratch programming. Over approximately 12 elective class periods, students explore existing games, blueprint their own arcade game concepts, program their games while meeting specific technical requirements including multiple sprites, costume changes, variables, loops, and conditionals, and participate in peer review and beta testing phases. The project culminates with a class arcade celebration where students showcase their completed games, followed by reflection and debriefing discussions about their learning process and takeaways. The project emphasizes three key principles: authentic engagement through creating games for real audiences in a carnival format, sustained learning through the multi-week development cycle with daily check-ins, and collaborative construction via paired programming and peer feedback. The poster provides comprehensive educational materials including differentiation strategies for both struggling and advanced learners, cross-curricular connections to art, mathematics, and English language arts, and sample rubrics for assessment. All project materials are made freely available for educators to download, adapt, and implement in their own classrooms, with detailed pacing suggestions and daily class agendas provided to support successful implementation. July 2025 Computer Science Teachers Association (CSTA) Annual Conference Cleveland, Ohio, USA 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. Citation Amiel, D. J., Trees, F. P., & Hickman, K. (2025, July 8). The Scratch Arcade: Deeper Learning & Authentic Engagement through Sustained Design & Collaboration [Poster presentation]. Computer Science Teachers Association (CSTA) 2025 Annual Conference, Cleveland, Ohio, USA. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link