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Back to Projects Leadership & iSTEAM for Females in Elementary School (LiFE) National Science Foundation The National Science Foundation (NSF) awarded funding to New Jersey Institute of Technology (NJIT) to lead a new project focused on countering the notion that boys are naturally better at science and math—a stereotype that silently shapes girls’ perceptions of their own abilities in these areas of study. The Leadership and iSTEAM for Females in Elementary School (LiFE) project strived to reverse this trend by finding effective ways to showcase science, technology, engineering, and math (STEM) as a collaborative, innovative, people-rich space. NJIT conducted the project with the Hillside, Morris Plains, and Weehawken school districts in New Jersey. The project investigated mechanisms to increase the number of women interested in and pursuing STEM pathways. For the project, CESP served as the external evaluator. We conducted process and outcome evaluation-related research activities to improve program implementation and assess the effects of the program on teacher beliefs and perceptions, student engagement, and group processes. To foster effective practices, the evaluation team integrated into many areas of the project, gathering data and informing the project team about needs and effective practices, sharing successes, and improving effectiveness. Timeline This project began in 2018 and concluded in 2021. Sponsorship This project was conducted with a grant from the National Science Foundation through the " INCLUDES" program [award# 1744490] to the New Jersey Institute of Technology. Rutgers CESP was externally contracted for evaluation services. Project Leaders & Key Personnel Principal Investigator: Dr. Bruce Bukiet, Ph.D. External Evaluator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations New Jersey Institute of Technology (grant recipient) Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research The Middle-to-High School Transition: Key Factors Shaping 9th-Grade Computer Science Enrollment David J. Amiel & Cynthia L. Blitz This study examines the critical transition from middle school to high school as a pivotal decision point in computer science education. Analyzing data from 5,505 students across eight diverse school districts, researchers identified several key factors that influence 9th-grade CS enrollment. High academic achievers, male students, Asian students, and those with prior exposure to computer science and Algebra 1 in middle school were significantly more likely to enroll in 9th-grade CS courses. Conversely, female students, English Language Learners, and students receiving special education services showed lower participation rates. The findings highlight that despite improvements in CS course availability, persistent barriers to participation extend beyond mere access. The research suggests that middle schools should ensure all 8th graders are aware of CS options during course selection, with targeted outreach for underrepresented groups. Additionally, schools should address misconceptions about CS being inherently difficult and exclusively for top academic performers, while ensuring support systems don't inadvertently create barriers to CS participation. By focusing on this critical transition period, the study provides actionable strategies for schools to assess the effectiveness of early CS initiatives and implement targeted interventions to promote more equitable participation in computer science education. September 2025 International Journal of Computer Science Education in Schools | Volume 7, Issue 2 DOI: 10.21585/ijcses.v7i2.234 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. Citation Amiel, D. J., & Blitz, C. L. (2025). The Middle-to-High School Transition: Key Factors Shaping 9th-Grade Computer Science Enrollment. International Journal of Computer Science Education in Schools , 7 (2). https://doi.org/10.21585/ijcses.v7i2.234 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Anna Lasek Communications Assistant e : p : cesp@gse.rutgers.edu (732) 564-9100 x10 Download CV Education : B.A., Comparative Literature/Political Science; Rutgers University, 2025 Affiliations : Biographical Highlights Anna Lasek is a double major in Comparative Literature and Political Science with a minor in Russian Literature at Rutgers University. As a Communications and Resource Development Assistant at Rutgers CESP, Anna develops blog posts and manages social media content to package instructional resources for educators, ensuring their accessibility and practical application. Throughout her time at Rutgers, Anna has actively engaged in various roles within Student Affairs. She serves as a Student Pedagogical Partner Fellow at the Institute for Teaching, Innovation, and Inclusive Pedagogy, where she conducts classroom observations and provides feedback to enhance teaching practices. Additionally, Anna has experience as a Resident Assistant, RU FIT and FIGS Peer Instructor, and Editorial Intern at Rutgers University Press. She is also a member of the School of Arts and Sciences Honors Program and has contributed to the program's blog. Anna is involved with the Institute for Women's Leadership (IWL) as a Leadership Scholar. In her free time, Anna enjoys reading and playing volleyball. She is a member of Girl Gains, a weightlifting organization dedicated to empowering women. Anna is also an alumna of North Arlington High School in New Jersey. After completing her undergraduate studies in May 2025, Anna plans to pursue a master's degree in College Student Affairs.

Back to Our People Robert Zywicki, Ed.D., M.B.A. Superintendent in Residence e : p : rzywicki@gse.rutgers.edu (732) 564-9100 x10 Download CV Education : Ed.D.; Saint Peter's University M.B.A.; The University of Iowa Tippie College of Business M.A.; Saint Peter's University B.A.; Rutgers University Affiliations : New Jersey Association of Educational Leaders, NJAEL The School Superintendents Association, AASA Association for Supervision and Curriculum Development, ASCD Council of the Great City Schools, CGCS Biographical Highlights ￫ Dynamic educational leader with over two decades of experience in transforming educational organizations. ￫ Expert in multi-tiered systems of support (MTSS), comprehensive assessment, differentiated instruction, and project-based learning. ￫ Recognized for innovative leadership, earning accolades such as "Superintendent to Watch" by the National School Public Relations Association. Dr. Robert R. Zywicki is a dynamic and innovative educational leader with over two decades of experience transforming educational organizations. His expertise spans multi-tiered systems of support (MTSS), comprehensive assessment, differentiated instruction, project-based learning, and school finance, consistently delivering measurable results in student achievement and organizational effectiveness. A proven change agent, Dr. Zywicki's tenure as a two-time PK-12 Superintendent of Schools is marked by significant accomplishments including increased graduation rates, expanded special education inclusion, and successful implementation of major capital projects. His transformative leadership has earned numerous accolades, including recognition as a District Thought Leader by Future Ready Schools, a "Superintendent to Watch" by the National School Public Relations Association, and the "Friend of Education" award from the NJEA for "extraordinary contributions to the profession." As an insightful graduate professor, sought-after keynote presenter, and trusted advisor to scores of urban, suburban, and rural districts, Dr. Zywicki delivers strategic coaching to educational organizations and governance boards nationwide. His expertise has been recognized by universities and state agencies, leading to appointments on advisory boards shaping literacy standards, computer science curriculum, interdistrict school choice, and the allocation of federal funds for at-risk learners. Notably, Dr. Zywicki played an instrumental role in the reopening of New Jersey's schools in September 2020, co-authoring the NJDOE's Road Back COVID-19 reentry manual. He has been featured in articles, podcasts, and webinars by Education Week, District Administration, School Administrator, and ASCD. Beyond his professional achievements, Dr. Zywicki demonstrates his commitment to community through coaching youth lacrosse, football, and basketball, and has served as an elected member of his local board of education. His unwavering passion for personalized learning drives his mission to make a meaningful difference for ALL students. Dr. Zywicki is renowned for energizing educational teams and equipping them with actionable strategies to drive meaningful change. His innovative approaches to leadership, instruction, and technology integration continue to open new possibilities for students across the United States.

In this module, we discuss the ways that technological innovations have impacted our lives and continue to do so. Dr. Fran Trees from the Rutgers University Computer Science Department explores concepts such as the digital divide, crowdsourcing, the web, impacts on education, and more. She also provides resources and suggestions for teaching this content in computer science courses. TLC-5-Impact .pdf Download PDF • 243KB Suggested Citation Center for Effective School Practices (2021). Computing Concepts PD - Impacts of Computing . Rutgers University. https://www.rutgerseir.com/post/computing-concepts-pd-impacts-of-computing Suggested Citation: Center for Effective School Practices. (2021). Computing Concepts: Impacts of Computing [Professional learning video]. Rutgers University. https://cesp.rutgers.edu/eir-resource-library// Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources Computing Concepts PD: Impacts of Computing

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

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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

Back to News Welcome to the CESP Team: Taylor Clough Mixed-methods researcher joins Rutgers CESP as Research Associate, bringing practice-informed evaluation and qualitative expertise We’re excited to welcome Taylor Clough to the team. With experience in program implementation, evaluation, and data analysis, Taylor has co-authored practitioner resources on special education, social-emotional learning, and computer science; his social-work lens centers the lived experiences of students, families, and communities. By Anna Lasek, Communications Assistant at Rutgers CESP We are excited to welcome Taylor Clough as a Research Associate at Rutgers CESP! Taylor is a mixed-methods researcher with experience in program implementation, evaluation, data analysis, and applied research that informs educational practice and policy. He has co-authored research briefs and practitioner-focused resources on topics including special education, social-emotional learning, and computer science education. Taylor earned a Master of Clinical Social Work from Widener University in Chester, PA, and holds a bachelor’s degree in Psychology with a minor in Health and Society from Rutgers University. Outside his research at CESP, Taylor is a Licensed Social Worker and serves as a therapist. He specializes in supporting individuals experiencing depression, anxiety, trauma, grief and loss, and substance use. With clinical experience providing therapy to adolescents and adults in a variety of mental health settings, Taylor centers his research approach on the lived experiences of students, families, and communities. Beyond work, Taylor enjoys traveling to the Adirondacks to visit his grandparents, reading science fiction, spending quiet time with his ferret Delilah, and getting together with friends. Taylor looks forward to bringing his experience and perspective in social work to CESP and to expanding his expertise in research methods, with a particular interest in qualitative work. Please join us in giving Taylor a warm welcome to the Rutgers CESP team! Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link