Back to Our People Iman Basit Research Analyst e : p : ib332@scarletmail.rutgers.edu (732) 564-9100 x10 Education : MPP, Bloustein School of Planning and Public Policy, Rutgers University BS, Economics & Political Science, Lahore University of Management Sciences Iman Basit is a Research Analyst at the Rutgers University Center for Effective School Practices (CESP), where she contributes to applied research, data visualization, and program evaluation initiatives that support educational improvement. Her work focuses on bridging research and practice by developing dashboards and data tools, supporting mixed-methods studies, and translating findings into actionable resources for educators and school system leaders. At CESP, Iman collaborates with researchers and practitioners to ensure that data and evidence are accessible, relevant, and directly useful for decision-making. She is particularly interested in how data systems and research can be leveraged to improve educational outcomes and strengthen pathways from education to the workforce. Prior to joining CESP, Iman worked at the Heldrich Center for Workforce Development, where she analyzed large-scale administrative data from the New Jersey Statewide Data System (NJSDS) to examine postsecondary and workforce outcomes. She has also contributed to policy-focused work at the Office of the State Superintendent of Education in Washington (OSSE), DC, and the New Jersey Department of Labor (NJDOL), supporting initiatives related to early learning and workforce program investments. Iman holds a dual Master of Public Policy and Public Informatics from Rutgers University’s Bloustein School of Planning and Public Policy and a Bachelor of Science in Economics and Political Science from the Lahore University of Management Sciences (LUMS), Pakistan.

Back to Research Sexual Violence Inside Prisons: Rates of Victimization Nancy Wolff, Cynthia L. Blitz, Jing Shi, Ronet Bachman & Jane A. Siegel Sexual violence in correctional settings represents a critical public health issue with far-reaching consequences that extend beyond prison walls into communities where formerly incarcerated individuals ultimately return. This groundbreaking research conducted by Nancy Wolff, Cynthia L. Blitz, and colleagues represents the first comprehensive study to examine sexual victimization rates across an entire state prison system, surveying 6,964 male and 564 female inmates across 13 facilities using state-of-the-art audio computer-assisted self-interviewing (CASI) methodology. The study was conducted as part of the Prison Rape Elimination Act (PREA) initiative, which mandated rigorous measurement of sexual victimization rates in American correctional facilities to inform evidence-based prevention and intervention strategies. The research reveals striking disparities in victimization rates across multiple dimensions, with female inmates experiencing significantly higher rates of inmate-on-inmate sexual victimization than their male counterparts. Six-month prevalence rates showed that 212 per 1,000 female inmates reported some form of sexual victimization by other inmates, compared to 43 per 1,000 male inmates. The study distinguished between two types of sexual violence: abusive sexual contacts (unwanted touching of intimate body parts) and nonconsensual sexual acts (forced penetration or oral sex), finding that abusive sexual contact was consistently more prevalent than nonconsensual sexual acts across all categories. Notably, staff-on-inmate sexual victimization rates were comparable between male and female facilities, with approximately 76 per 1,000 inmates in both populations reporting such incidents over a six-month period. The implications of these findings extend well beyond the prison environment, as the study emphasizes that sexual victimization increases risks for HIV transmission, psychological trauma, and future violence both within correctional facilities and in the community upon release. The research methodology employed multiple question formats and comprehensive sampling strategies to minimize common limitations found in previous studies, including small sample sizes, high non-response rates, and reliance on single facilities. The variation in victimization rates across facilities within the same prison system suggests that institutional factors play a crucial role in creating safer environments, pointing toward the possibility of implementing targeted interventions to reduce sexual violence. These findings provide essential baseline data for developing evidence-based policies and practices aimed at creating more humane and secure correctional environments while addressing the broader public health consequences of prison sexual violence. May 2006 Journal of Urban Health | Volume 83, Issue 5 DOI: 10.1007/s11524-006-9065-2 This comprehensive study examines sexual victimization rates within a state prison system, revealing significant variations by gender, perpetrator type, and facility characteristics. Citation Wolff, N., Blitz, C. L., Shi, J., Bachman, R., & Siegel, J. A. (2006). Sexual Violence Inside Prisons: Rates of Victimization. Journal of Urban Health , 83 (5), 835–848. https://doi.org/10.1007/s11524-006-9065-2 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 The internet is often described as an invisible “cloud,” but in reality it is a vast system of interconnected networks that move information through physical pathways using defined rules and protocols. In this multi-day lesson package, students investigate how the internet works by exploring how information is broken into smaller pieces, routed through networks, checked for errors, and delivered reliably across long distances. Through interactive simulations, collaborative problem-solving, and structured discussion, students experience core networking concepts before formalizing them with technical vocabulary. Activities such as Tablets of Stone model packet switching and reliability, Parity Magic demonstrates how computers detect errors in transmitted data, and network-based games like The Orange Game , Mail Game , and Muddy City allow students to explore routing, congestion, deadlock, and network design. By physically modeling how data moves, students develop a concrete understanding of how modern communication systems function. Throughout the unit, students connect these simulations to real-world systems such as traffic flow, delivery routes, and global internet infrastructure. The lesson emphasizes systems thinking, collaboration, and critical analysis, helping students move beyond simplified metaphors and toward a deeper understanding of how networks are engineered to keep information flowing in a connected world. This lesson package includes: A lesson plan overview Discussion questions organized by class session Tablets of Stone activity instructions Parity Magic activity instructions Parity Magic printable cards The Orange Game activity instructions The Mail Game (Mail Buddy) activity instructions The Muddy City activity instructions Lesson Plan & Overview .docx Download DOCX • 2.70MB Discussion Questions .docx Download DOCX • 2.69MB Activity - Tablets of Stone .pdf Download PDF • 155KB Activity - Parity Magic .pdf Download PDF • 199KB Activity - Parity Magic Cards (Printable) .pdf Download PDF • 29KB Activity - The Orange Game .pdf Download PDF • 62KB Activity - Mail Buddy .pdf Download PDF • 654KB Activity - The Muddy City .pdf Download PDF • 115KB Suggested Citation: Center for Effective School Practices. (2026). Networks and How the Internet Works [Lesson Plan Package]. Rutgers University. https://cesp.rutgers.edu/eir-resource-library/networking-and-the-internet Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources Networks and How the Internet Works

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 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

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This quick guide outlines a clear, step-by-step process for organizing a student-centered hackathon. It walks educators through how to present a meaningful problem, form collaborative teams with defined roles, and guide students. Educators can use this document to create authentic learning experiences that move beyond traditional classroom instruction. Hosting a hackathon engages students in critical thinking, problem-solving, collaboration, and communication while giving them ownership over real-world challenges that matter to their school or community. It provides a framework for purposeful innovation - encouraging creativity within structure and helping students practice applying knowledge in meaningful ways. Whether implemented in a single classroom or across a school, this guide offers a practical roadmap for designing an experience that builds agency, teamwork, and design-thinking skills in a manageable format. Download the guide and start planning your hackathon today! Download the Guide in English Suggested Citation: Center for Effective School Practices. (2026). How to Organize a Hackathon [Practice Guide]. Rutgers University. https://cesp.rutgers.edu/eir-resource-library/organizing-a-hackathon%3A-a-quick-guide. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources Organizing a Hackathon: A Quick Guide

Back to News Partnering for Progress: Strengthening EDGE through Program Evaluation Strategic partnership delivers enhanced evaluation tools, improved student outcomes, and unprecedented program engagement. Program Director Perry Sandler partnered with Rutgers CESP to strengthen evaluation of the EDGE program for vision-impaired students. The collaboration enhanced data collection, organized programming into themed quarters, improved outreach, and delivered measurable results including increased student confidence and record program enrollment. When Program Director Perry Sandler wanted to better understand the impacts, successes, and opportunities of the EDGE program, he turned to the Rutgers University Center for Effective School Practices (CESP) — and found exactly the support he needed. EDGE 1.0 students explore the Rutgers Unviersity Mason Gross School of the Arts' undergraduate gallery to experience tactile pieces of art. EDGE, which stands for Employment, Development, Guidance, and Engagement, is a transformative, year-round program funded by the New Jersey Commission for the Blind and Visually Impaired. Offered by The Arc of Ocean County, a non-profit organization for individuals with intellectual and development disabilities, the program provides a blend of instructional workshops, hands-on experiences, and direct support to blind and vision impaired high school and college students. Over the years, Sandler had personally witnessed how EDGE positively influences the lives of its students. But he also knew there was room for improvement, especially when it came to educational programming, outreach, and engagement. That’s where CESP stepped in as a powerful partner. Measuring Influence As program evaluators, CESP’s main goal is to understand the impact that the EDGE program has on its students. Sandler had already been leveraging pre- and post-program surveys to track student progress and gather their feedback; however, the system was cumbersome, and the insights weren’t always easy to analyze or share. “Rutgers helped us enhance and refine our evaluation process so we could gather answers electronically and post them to a database for easy access and reporting,” says Sandler. CESP worked to develop a mixed methods evaluation plan that centers the program’s many stakeholders: program staff, parents, transition counselors, and, of course, the students themselves. EDGE students attend a physical fitness workshop to learn to navigate and use gym equipment and discuss self-defense. With a structured reporting system and better data, Sandler and his team could clearly see not just that students were growing—but how. “Many of them have more than one disability, which means they face several barriers,” he explains. “Though they don’t always tell us whether they’ve improved, we can see it. But, now, we’re able to measure it through statistics.” Those numbers tell a powerful story: over the course of the year, high school students in the EDGE program feel more confident that they can succeed in college and complete their coursework; college students report increased advocacy skills and feel more prepared for future employment. “Our partnership with Rutgers is absolutely part of the reason we see this success,” Sandler says. Amplifying Impact Having a more nuanced program of the program, its operations and processes, and its impacts is a key step in making targeted, informed improvements. Drawing on expertise in educational programming, CESP Research Associate David Amiel has played a key role in enhancing the organization’s overall operations. “David’s been very involved in our events and programming,” Sandler says. “He’s very dedicated and we’ve come to rely on him as a member of our team.” Rutgers CESP's David Amiel attends the annual Step Up for the Arc fundraiser with EDGE program staff and students. Amiel has helped organize EDGE workshops into quarterly themes, like self-improvement or career readiness. “We used to jump around in terms of our workshop topics,” Sandler explains. Now, the EDGE program sends monthly emails to parents, students, and the CBVI team to ensure everyone is aligned on topics and upcoming events; for students, this means that they are getting a single, reinforced message from many of their support systems each month. Feedback shows that this tactic resonates with EDGE students, who describe it as more relatable and engaging. The EDGE program is seeing record enrollment and attendance at programming. Amiel also helped launch a monthly e-newsletter, create RSVP systems, and think through social media engagement, initiatives that were previously out of reach due to limited staffing. “It’s been a great experience working with David, and he’s a big reason why we enjoy working with Rutgers,” Sandler says. “His insights and expertise have been a driving force in our success, and he’s been a great help to us.” Rutgers CESP is excited to embark on the third year of their partnership this summer. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects Diverse Teachers for Diverse Schools New Jersey Department of Education This 19-month project supported the development of innovative strategies for recruiting a diverse teaching force and the establishment of a teacher mentoring and induction program in collaboration with a consortium of Passaic County charter schools, all of which enrolled their Alternate Route Teachers with the regional training center operated by Rutgers University—Center for Effective School Practices. Funded by the New Jersey Department of Education for $750,000, this project was driven by the expressed interests of school leaders who wished to leverage the impact of research studies demonstrating gains in learning for minority students when taught by teachers from similar backgrounds. The goals of this project were to: Increase representation of Black and Latinx candidates hired to teach in collaborating schools, particularly in STEM-related or ELL classrooms. Ensure collaborating schools had knowledge and systems for supporting underrepresented candidates with state certification requirements and for helping them access financial incentive options. Enhance the capacity of school-assigned mentoring teams to establish more effective mentoring relationships with teaching candidates from underrepresented groups. Establish systems and resources to enable collaborating schools to enhance and sustain their recruitment, mentoring, and induction initiatives beyond the grant period. Conduct and disseminate ongoing research on the implementation and impact of the initiative to recruit and retain teaching candidates from underrepresented groups. Timeline This project began in December 2018 and ran through June 2020. Sponsorship This project was conducted with a $750,000 grant from the New Jersey Department of Education through the "Diversifying the Teacher Pipeline" discretionary grant program [award #19E00117]. Project Leaders & Key Personnel Principal Investigator: Dr. Heather Ngoma, Ph.D. Key Personnel: Drs. Sharlene Laud & Cynthia L. Blitz Collaborating Organizations Passaic County Charter Schools Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Availability of Behavioral Health Treatment for Women in Prison Cynthia L. Blitz, Nancy Wolff & Kris Paap This study examined whether women with behavioral health needs receive better treatment access in prison compared to community settings. Researchers surveyed 908 female inmates at New Jersey's only state correctional facility for women in August 2004, comparing their treatment experiences before and during incarceration. Over half (56%) of the women reported needing behavioral health treatment before incarceration, but only 62% of this group actually received such treatment in the community. The findings reveal significant differences in treatment access rates between community and prison settings. In the community, treatment rates varied by type: 58% of women needing mental health treatment received it, 52% needing substance abuse treatment received it, and only 44% needing both types of treatment received comprehensive care. In contrast, prison showed higher treatment rates across all categories: 78% for mental health treatment, 57% for substance abuse treatment, and 65% for combined treatment. Health insurance coverage was the strongest predictor of receiving treatment in the community, with insured women being 2-4 times more likely to receive needed care. The study suggests that while prison improves access to behavioral health treatment for women, this finding raises concerning questions about community-based care systems. The research indicates that some women might have avoided incarceration if adequate treatment had been available in the community, particularly for substance abuse problems. Since roughly half of incarcerated women were under the influence of drugs or alcohol when they committed their offenses, the limited access to substance abuse treatment in both settings represents a missed opportunity for intervention and crime prevention. March 2006 Psychiatric Services | Volume 57, Issue 3 DOI: 10.1176/appi.ps.57.3.356 This study compares behavioral health treatment access for incarcerated women in prison versus community settings, revealing significant disparities in care availability. Citation Blitz, C. L., Wolff, N., & Paap, K. (2006). Availability of Behavioral Health Treatment for Women in Prison. Psychiatric Services , 57 (3), 356–360. https://doi.org/10.1176/appi.ps.57.3.356 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link