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Back to Research Rates of Sexual Victimization in Prison for Inmates With and Without Mental Disorders Nancy Wolff, Cynthia L. Blitz & Jing Shi This comprehensive study represents the first examination of sexual victimization within an entire state prison system, utilizing a full-population sampling design across 13 facilities housing approximately 20,000 inmates. The research employed both general and specific behavioral questions administered through audio-computer-assisted technology to ensure reliable reporting on sensitive topics. The study focused specifically on mental disorders as a risk factor for sexual victimization, surveying 7,528 inmates including 6,964 men and 564 women across 12 male facilities and one female facility in a mid-Atlantic state. The findings reveal alarming disparities in sexual victimization rates based on mental health status. Approximately one in 12 male inmates with a mental disorder reported at least one incident of sexual victimization by another inmate over a six-month period, compared with one in 33 male inmates without a mental disorder. Among female inmates, sexual victimization was three times higher among those with mental disorders (23.4%) compared to male inmates with mental disorders (8.3%). The study distinguished between two types of sexual victimization: nonconsensual sexual acts (including forced oral and anal sex) and abusive sexual contacts (including unwanted touching of intimate body parts), with the latter being more commonly reported across all groups. The research also revealed significant racial and ethnic disparities in victimization rates. African-American and Hispanic inmates with mental disorders, regardless of gender, reported higher rates of sexual victimization than their non-Hispanic white counterparts. The study found that sexual victimization by staff members was more commonly reported than victimization by other inmates, particularly among male inmates, suggesting different intervention strategies may be needed based on gender and perpetrator type. These findings underscore the urgent need for enhanced protection measures, trauma screening protocols, and specialized treatment programs for inmates with mental disorders, who face disproportionate risks of sexual victimization in correctional settings. August 2007 Psychiatric Services | Volume 58, Issue 8 DOI: 10.1176/ps.2007.58.8.1087 This study examines sexual victimization rates among prison inmates, finding significantly higher risks for those with mental disorders, particularly among women and minority inmates. Citation Wolff, N., Blitz, C. L., & Shi, J. (2007). Rates of Sexual Victimization in Prison for Inmates With and Without Mental Disorders. Psychiatric Services , 58 (8), 1087–1094. https://doi.org/10.1176/ps.2007.58.8.1087 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Information Overload: Navigating Computer Science Resources without Reinventing the Wheel Cynthia L. Blitz Rutgers Center for Effective School Practices research professor Cynthia L. Blitz presented 'Information Overload: Navigating Existing CS Resources Without Reinventing the Wheel' at the Conference for Research on Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT) in 2019. Grounded in the work of the center's National Science Foundation-funded Computer Science Teaching and Learning Collaboratory (CS-TLC), the presentation reviewed how to overcome the well-documented challenges of information overload within the realm of navigating the plethora of existing computer science education resources and opportunities. Presentation topics included: How users use technology is a factor in determining its usefulness. Engaging users themselves in a systematic process co-designing the knowledge management and collaboration systems they will ultimately use. The iterative five-step process of co-designing, which includes vision articulation at the onset. February 2019 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT) Minneapolis, Minnesota, USA DOI: 10.1109/RESPECT46404.2019.8985683 Strategies for efficiently accessing relevant computer science education resources are presented with guidance for engaging users to design knowledge management and collaboration platforms. Citation Blitz, C. L. (2019, February 27). Information Overload: Navigating Existing CS Resources Without Reinventing the Wheel [Poster presentation]. 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), Minneapolis, Minnesota, USA. https://doi.org/10.1109/RESPECT46404.2019.8985683 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects Common Core Academy New Jersey Department of Education The Center for Effective School Practices (CESP) was awarded by the New Jersey Department of Education (NJDOE) a grant to support the implementation of the Common Core State Standards (CCSS) by enhancing teachers’ content knowledge and teaching skills aligned with the CCSS and by supporting principals in leading this effort in their schools. The Common Core Academy 2013 (CCA 2013) program involved intensive, informative, and interactive activities, which informed participants about expected shifts in standards and assessments for English Language Arts and Mathematics education for various student populations. Participants were engaged and trained in practical strategies for shifting curriculum, instruction, and assessment. CCA 2013 offered ample opportunities for building professional learning networks within and across schools and enabled educators to work productively in collaboration with colleagues on making the changes that full CCSS implementation entailed. The CCA 2013 ran from August 5th through August 9th with participating educators from Plainfield City Public Schools, Red Bank Borough Public Schools, Central Jersey College Prep Charter School, Monroe Township Public Schools, South River Public Schools, Darul Arqam School, Red Bank Catholic High School, and Saint James Grammar School. The goals and objectives of CCA 2013 were developed in close collaboration with the participating schools and districts to meet their educators’ needs, as well as the NJDOE. Timeline This project ran in 2013. Sponsorship This project was conducted with a $470,000 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 Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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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

The BRIDGE Initiative at Rutgers CESP Return to CESP Home Resources Events Blog Support More SEPAG Development Parent Starter Kit RESOURCE DESCRIPTION This comprehensive starter kit provides parent leaders with everything needed to establish a new SEPAG, including ready-to-use sample emails for district outreach, detailed step-by-step guidance for planning and organizing your first meeting, and customizable presentation templates. All materials are designed to streamline your startup process and support your leadership. RESOURCE INFORMATION V1.0; last updated November 14th, 2025 Topics: SEPAG Formation, SEPAG Development Audience: SEPAG Leaders (Parents) Language: English See all Resources Connecting with a District Liaison A district liaison is a district staff member, usually the Director of Special Education, that supports a SEPAG. The district liaison will hear input from parents and often assists with organizing meetings, arranging speakers, and sharing information with other parents. As you develop your group, use the below email as a guide to invite the Director of Special Education to serve as your SEPAG's district liaison. To : [Director of Special Education] Subject : Partnership to Launch [District Name]’s SEPAG Dear [Name], My name is [Name], and I am a parent in [District] of a child receiving special education services. I’ve learned about the positive impact that Special Education Parent Advisory Groups (SEPAGs) have had in other districts and am eager to start one in our district. As you may know, SEPAGs are parent-driven groups where community members come together to learn about, discuss, and provide input to the school district on special education policies, programs, practices, and services. I would be grateful if you would serve as the district liaison to help launch and sustain this effort. The SEPAG leader(s) and the district liaison work together to coordinate meetings and communications and ensure that the group’s efforts lead to concrete improvements for students. The responsibilities of the district liaison are not set in stone, and may change as the group develops, but generally include: Coordinate parent outreach • Appr ove and post SEPAG information on the district website and parent portal • Send emails to families of students receiving special education services (or share an email list) Assist with group operations/logistics • Set up a district SEPAG email address for the group (e.g., sepag@[district].org) • Support scheduling, room/virtual setup, and calendar listings meetings Partner with local parents • Serve as the primary district contact for SEPAG leaders for brief monthly check-ins (15–20 min) • Share relevant updates, recommendations, and other SEPAG input with district leadership I’d love to discuss your thoughts and explore next steps together. Thank you for considering this important partnership in supporting family engagement in our district. Warm regards, [Your Name] [Phone] Early SEPAG Logistics Your district liaison will be able to help you as you develop your SEPAG. As the group gets started, it will be important to have a single email address for the SEPAG. This way, you can keep messages about the group separate from your other email, and future group members will be able to use the same account. At the same time, you'll want to start building community awareness of the SEPAG. Your district liaison can help you make information about the group available on the school district's website. Use the below email to ask your district liaison about these items. To : [Director of Special Education] Subject : Partnership to Launch [District Name]’s SEPAG Dear [Name], Thank you for agreeing to serve as our SEPAG liaison. On behalf of our special education parent community, we’re excited to partner with you to launch [District Name]’s SEPAG and appreciate your support in making this a meaningful, collaborative effort. As we get started, we’re requesting your assistance with the following items, if possible: • District email address. Create a district email address for the SEPAG (sepag@[district].org) • District webpage. Add information about the SEPAG to the district’s special education webpages (samples attached) Would you be available for a 15-minute call next week to discuss timing and next steps? Please let me know your availability. With appreciation, [Your Name/Names] [Phone] SEPAG Kickoff Meeting Your first SEPAG meeting is a great opportunity to connect with other parents in your district. Use this time to talk about what a SEPAG is and what kinds of things you'll work on together. Take time to share your experiences. Use this checklist to guide your preparations! Download Here : English | Spanish Announcing Your SEPAG It's time to let others know that you've started your SEPAG group! Use the below materials (and share them with your district liaison) to send to other families in the district inviting them to attend your SEPAG kickoff meeting. Email to District Leadership To: Superintendent, Assistant Superintendent, CST Leader (or equivalent), Principals from Different Divisions, Assistant/Vice Principals CC : Director of Special Education Subject: Introducing [District Name]’s New SEPAG – Please Help Spread the Word Attachments : Kickoff Meeting Promotion Flyer Dear [All/Colleagues], We’re pleased to introduce [District Name]’s Special Education Parent Advisory Group (SEPAG) to strengthen family-school collaboration in support of students with disabilities. As you may know, SEPAGs provide a structured way for parents and caregivers to share input and partner with district leaders to improve programs and services. Our district’s new SEPAG will host around [number] meetings per year, each with a short educational segment and dedicated time for discussion. Meetings will use plain language, invite broad participation, and end with actionable next steps. We want families to be informed, welcomed, and encouraged to participate, whether as active members or simply by staying aware of SEPAG’s role and activities. We are thrilled to report that [NAME], Director of Special Education, will serve as the district SEPAG liaison. We’d appreciate your support in announcing this opportunity by personally inviting [District Name] families in your buildings and networks to attend our kickoff meeting or join our mailing list. To make this easy, we’ve attached a flyer that you can share. Thank you for helping us reach every family. With appreciation, [Parent Leader(s)] [Role/Title, if applicable] [Phone] | [SEPAG Webpage] SHARE THIS RESOURCE Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link The BRIDGE Initiative is funded by the NJ Department of Education Office of Special Education (Engagement of Parents of Students with Disabilities; Grant #26000007) through the Individuals with Disabilities Education Act (IDEA-B; 84.027A). Rutgers is an equal access/equal opportunity institution. Individuals with disabilities are encouraged to direct suggestions, comments, or complaints concerning any accessibility issues with Rutgers websites to accessibility@rutgers.edu or complete the Report Accessibility Barrier / Provide Feedback Form . Copyright 2025 Rutgers, The State University of New Jersey

Back to Our People Cynthia L. Blitz, Ph.D. Executive Director, Research Professor e : p : cindy.blitz@gse.rutgers.edu (732) 564-9100 x21 Education : Ph.D., Social Welfare; University of Pennsylvania M.A., Applied Anthropology; American University B.A., Political Science/French; Washington University 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 specializes in advancing evidence-based practices that bridge the gap between research, practice, and policy. Dr. Blitz is dedicated to generating new knowledge through high-quality research and evaluation and promoting its ongoing application by institutionalizing informed decision-making routines. She is a strong advocate for capacity-building and sustainable change, working to translate research insights into practical, real-world applications. Her work extends beyond traditional education boundaries, encompassing workforce development, mental health and health education, policy analysis, and the creation and provision of authentic learning and development opportunities. She has spearheaded numerous high-impact projects addressing relevant problems of practice. Under Dr. Blitz's leadership, Rutgers CESP has become a premier applied translational research and evaluation unit. She leads a dynamic team that secures and manages a multi-million-dollar portfolio through federal, state, and philanthropic grants and contracts. As the executive director of a self-sustaining center, Dr. Blitz ensures that CESP remains engaged in timely, relevant, and impactful work. 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 scholarship focuses on advancing educational equity, workforce development, and interdisciplinary problem-solving. Through her strategic vision and dedication, Dr. Blitz continues to shape the future of educational research and practice.

Back to Research Racial and Ethnic Disparities in Types and Sources of Victimization Inside Prison Nancy Wolff, Jing Shi & Cynthia L. Blitz Prison populations disproportionately represent people of color, reflecting broader correlations between crime, poverty, and racial demographics that have profound consequences for communities and families. This comprehensive research by Nancy Wolff, Jing Shi, and Cynthia L. Blitz examines how this demographic reality affects victimization patterns within correctional facilities, exploring whether racial and ethnic disparities in prison violence stem from systematic racism or other factors. The study surveyed 6,964 male inmates across 12 adult facilities in a single state prison system, analyzing victimization rates by racial and ethnic groupings (non-Hispanic White, African American, and Hispanic) and by perpetrator type (inmates versus staff members). The research measured three forms of victimization: sexual violence, physical violence, and property crime, using audio computer-assisted survey technology to ensure reliable reporting of sensitive experiences. The findings reveal complex patterns that defy simple explanations of racially motivated violence. African Americans were less likely to report victimization by other inmates but more likely to report victimization by staff members, while non-Hispanic Whites showed the opposite pattern, identifying inmates more than staff as perpetrators of violence against them. Hispanic inmates experienced above-average rates of staff-on-inmate victimization and also had elevated rates of inmate-on-inmate victimization. However, when all types of victimization were combined, overall rates were roughly equivalent across racial groups (37.8% for non-Hispanic Whites, 37.3% for African Americans, and 41.5% for Hispanics over a six-month period), suggesting that total exposure to violence is similar regardless of race or ethnicity. Significantly, the study found that victims generally did not attribute their victimization primarily to racial motivations, except among non-Hispanic White victims who were more likely to identify race as a factor in attacks against them. When asked about characteristics that make inmates targets for violence, respondents across all racial groups identified behavioral factors (such as being a "snitch," stealing, or not paying debts) and personal characteristics (being perceived as weak, homosexual, or having committed offenses against children) rather than racial identity. The research suggests that while racial and ethnic disparities in victimization clearly exist within prison systems, these patterns appear to be more closely related to institutional dynamics, individual vulnerabilities, and behavioral factors than to systematic racial targeting. The study concludes that preventing prison violence requires addressing opportunity structures for victimization and training staff to maintain harm-free environments, rather than focusing solely on racial tensions as the primary driver of prison violence. December 2008 The Prison Journal | Volume 88, Issue 4 DOI: 10.1177/0032885508325392 This study examines racial and ethnic patterns in prison victimization rates across different types of violence and perpetrator sources, revealing complex disparities that challenge assumptions about racism as the primary motivating factor. Citation Wolff, N., Shi, J., & Blitz, C. L. (2008). Racial and Ethnic Disparities in Types and Sources of Victimization Inside Prison. The Prison Journal , 88 (4), 451–472. https://doi.org/10.1177/0032885508325392 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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 Projects Improving the Provision of Mental Health Care for Patients with End-Stage Renal Disease and Their Caregivers Patient-Centered Outcomes Research Institute (PCORI) Dr. Cindy Blitz, Executive Director at the Center for Effective School Practices, Rutgers University (RU-CESP), and Seema Basi, M.D., were approved for a $50,000 funding award by the Patient-Centered Outcomes Research Institute (PCORI) to support a project on improving the provision of mental health care for patients with end-stage renal disease and their caregivers. RU-CESP used the funds provided through PCORI’s Pipeline to Proposal Awards program to build a partnership of individuals and groups who shared a desire to advance patient-centered outcomes research focused on establishing a patient-caregiver-clinician-researcher partnership (PCCRP) for patients suffering from renal failure. Pipeline to Proposal Awards enabled individuals and groups that were not typically involved in clinical research to develop the means to create community-led funding proposals focused on patient-centered comparative effectiveness research (CER). Established by the non-profit PCORI, the program funded efforts to help individuals or groups build community partnerships, develop research capacity, and refine a comparative effectiveness research question that could become the basis of a research funding proposal to submit to PCORI or other health research funders. Through the PCCRP, the goal was to identify potentially effective mechanisms for increasing access to and utilization of mental health treatment for dialysis patients. The partnership team consisted of individuals with a diverse set of expertise, perspectives, and roles, including caregivers and advocates. Together, they worked to establish a collaborative communication platform—both face-to-face and online—that enabled the types of conversations and exchanges they envisioned. Timeline This project began in 2017 and concluded in 2018. Sponsorship This project was conducted with a $50,000 grant from the Patient-Centered Outcomes Research Institute. Project Leaders & Key Personnel Principal Investigator: Dr. Cindy Blitz, Ph.D. Key Personnel: Dr. Seema Basi Collaborating Organizations DaVita Kidney Care Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link