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Back to News Welcome to the CESP Team: Colin Sullivan Software developer and computing education researcher joins Rutgers CESP as AI Developer, bringing expertise in artificial intelligence, educational technology, and user-centered design. We’re excited to welcome Colin Sullivan to the CESP team. Drawing on a background in software development, artificial intelligence, and computing education, Colin is helping build innovative tools that make educational research and resources more accessible, actionable, and useful for educators and decision-makers. By Anna Lasek, Communications Assistant at Rutgers CESP We are excited to welcome Colin Sullivan as an AI Developer at Rutgers CESP! In this role, Colin has been working as an AI Developer on the Bridge project. His primary responsibility has been building a chatbot for users to use in the Bridge Portal. His focus on building technology solutions that enhance access to educational research, resources, and evidence-based practices by designing and implementing AI-enabled tools that make complex information more, bridging the gap between research and practice. In his work as an AI developer, Colin has gained new insight into the world of academia, educational policy, and mixed methods. He’s advanced his knowledge on domain specific skills while helping develop the Bridge Portal. His work draws on his background in software development, computing education, and artificial intelligence, with a particular interest in educational applications of AI, information retrieval systems, and the design of tools that support learning, collaboration, and informed decision-making. Starting this fall, Colin will be pursuing his master’s in computer science. This past May, he earned his Bachelor of Science in Computer Science at Rutgers University–New Brunswick. Prior to joining CESP, Colin worked extensively in computing education at Rutgers University, supporting large-scale introductory computer science courses through curriculum development and instructional support. He has also contributed to computing education research and published work focused on innovative approaches to teaching and learning in computer science. After he completes his degree, he hopes to continue pursuing computing education research by earning a Ph.D. Outside of his contributions at CESP, Colin is a musician. He has played piano for 10 years, learned guitar, and the bass. He loves to play live when he gets the chance! Colin looks forward to expanding his skills in software while also learning more about educational policy and the world of academia. Please join us in giving Colin a warm welcome to the Rutgers CESP team! Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Predictors of Stable Employment Among Female Inmates in New Jersey Cynthia L. Blitz This study surveyed 908 female inmates at New Jersey's sole state correctional facility for women to identify factors that predict stable employment prior to incarceration. The research used two measures of employment stability: level of employment (full-time versus part-time work) and length of employment (ability to maintain jobs for one year or longer). Education emerged as the strongest predictor of stable employment. Women with high school education had nearly twice the likelihood of securing full-time employment compared to those without high school completion, while those with college education showed even greater employment stability. Behavioral health treatment also proved crucial, with women who received treatment for substance abuse or mental health disorders demonstrating significantly better employment outcomes than those who needed but did not receive such services. The study found that approximately half of the surveyed women were regularly employed prior to incarceration, with 63% working full-time positions. However, employment was predominantly in lower-prestige service occupations such as childcare, food service, and temporary positions. Factors commonly assumed to impact women's employment, such as having children under 18 or experiencing victimization, showed no significant association with employment stability. The findings underscore the importance of educational programming and behavioral health treatment in correctional facilities to improve post-release employment outcomes. The research recommends enhanced educational opportunities within prisons and expanded access to substance abuse and mental health treatment both during incarceration and upon community reentry. January 2006 Journal of Offender Rehabilitation | Volume 43, Issue 1 DOI: 10.1300/J076v43n01_01 This study examines factors that predict stable employment among female inmates in New Jersey, identifying education and behavioral health treatment as key determinants of employment success. Citation Blitz, C. L. (2006). Predictors of Stable Employment Among Female Inmates in New Jersey. Journal of Offender Rehabilitation , 43 (1), 1–22. https://doi.org/10.1300/J076v43n01_01 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Cynthia L. Blitz, Ph.D. Executive Director, Research Professor e : p : cindy.blitz@gse.rutgers.edu (732) 564-9100 x21 Download CV Education : Ph.D., Social Welfare; University of Pennsylvania M.A., Applied Anthropology; American University B.A., Political Science/French; Washington University Affiliations : American Educational Research Association, AERA American Evaluation Association, AEA Association for Supervision and Curriculum Development, ASCD Consortium for School Networking, CoSN Education & Employment Research Center, EERC National Rural Education Association, NREA Society for Research on Educational Effectiveness, SREE Biographical Highlights ￫ Nationally recognized leader in applied research and evaluation, with expertise in evidence-based practice and translational research ￫ Experienced multi-disciplinary partner across public health, education, public policy, and workforce development ￫ Expert communicator and knowledge broker with decades of experience facilitating meaningful and productive partnerships and collaborations 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 News Building a Strong Computer Science Foundation at Randolph Middle School Shining the spotlight on Randolph Middle School's computer science program, redesigned through the Rutgers EIR project With support from Rutgers EIR, Randolph Middle School reimagined computer science education through hands-on lessons, cross-curricular integration, and teacher-led innovation, tripling student enrollment and transforming how CS is taught. By Anna Lasek, Communications Assistant at Rutgers CESP During the first two weeks of Randolph Middle School’s introductory computer science course, students don’t even touch a keyboard. Instead, they rewrite stories using emojis, analyze familiar music in 8-bit quality, and watch videos ranging from low- to high-definition. “This teaches them core computer science lessons like data storage and abstraction using concepts they already understand,” explains Science Supervisor Melissa Strype. This creative, accessible, and interdisciplinary classroom approach is just one element of the school’s new computer science education strategy, developed in partnership with the Center for Effective School Practices (CESP) at Rutgers University. For the past three years, CESP has contributed professional development, curriculum, and assessment support for Randolph’s teachers and administrators alike. And the results speak for themselves: enrollment in the school’s elective computer science extension course has tripled, and what was once a barely filled section has grown to nearly 80 students. “That’s a success,” says Strype, “and it’s a direct result of the changes we made to our courses, thanks to the Rutgers EIR program.” Rutgers EIR, formally known as “Extending the Computer Science Pipeline,” is a six-year federally funded research grant that partners diverse CESP experts with New Jersey middle schools to modernize computer science instruction from the inside out. CESP’s approach is deeply collaborative and relationship-focused, working side by side with teachers and administrators to define goals, co-create implementation plans, and make data-informed adjustments along the way. “They are wonderful to work with, always available, knowledgeable, and helpful,” says Strype. “They understand our time and budget constraints. And they’re honest. If something isn’t working, they tell us. That kind of honesty is what leads to real improvement.” Education Transformation CESP hit the ground running at Randolph Middle School with institution-wide professional development centered on computer science education. As the school’s first training of this kind, it focused on what computer science is, why it matters, and how it can be integrated across disciplines. Then, teachers collaborated to identify how they were already using computer science principles, often without realizing it, and brainstorm simple, meaningful ways to go even further. “At one point, computer science was taught in isolation,” says Strype. “Now, thanks to CESP’s support, every teacher in our district—from physical education to English—has been trained to embed computer science into their lessons.” Next, CESP helped teachers and administrators interpret new computer science curriculum standards, led an audit of existing programs, and held more than 20 sessions over the summer to rework the school’s curriculum into something both rigorous and engaging. “Then, they worked with teachers to develop lessons so they were empowered to teach the new material once they went back to the classroom,” Strype adds. Now in its third year, the partnership includes robust data collection and analysis to refine the improvements made so far. For example, administrators are now tracking which classes best prepare students for advanced computer science coursework, where roadblocks appear, and how to make recruitment even more inclusive. “Schools shouldn’t overlook the gift of time, expertise, and one-on-one support,” Strype says. “It’s not just about funding—it’s about having the right people beside you.” 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.

Hosted Virtually by Rutgers University and the CS4NJ Coalition The Rutgers University Center for Effective School Practices and Computer Science Department, alongside the CS4NJ Coalition, hosted the 2021 New Jersey Computer Science Summit on Scalability and Diversity. This was the 5th of the annual summits and offered over 15 sessions to stakeholders of computer science education focusing on pedagogical approaches, new student learning standards, and common problems of practice. The summit’s keynote presentations featured remarks from Governor Phil Murphy reaffirming his commitment to increasing rigor and access to computer science in New Jersey and Dr. Nicki Washington, who invited attendees to reflect on their (in)action in creating more equitable and inclusive learning environments. The agenda, speaker information, session descriptions, and links to available slides are posted on the summit's webpage. View the Summit Webpage Suggested Citation: Center for Effective School Practices. (2021). 2021 Rutgers University Computer Science Summit [Event archive]. Rutgers University. New Brunswick, New Jersey, USA. https://cesp.rutgers.edu/eir-resource-library/2021-rutgers-cs-summit/ Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources 2021 Rutgers University Computer Science Summit

Back to News Unpacking Six Years of High School Computer Science Participation What Enrollment Data Reveal About CS Participation Trends and Equity Gaps New study shows computer science enrollment in high schools grew from 10% to 15% over six years, but gender gaps are widening. By Anna Lasek, Communications Assistant at Rutgers CESP High school courses are often students’ first formal introduction to the field of computer science (CS), shaping their understanding of the discipline and how (if at all) they they see themselves in it. In our technologically evolving world, CS education helps us nuture tomorrow's problem-solvers, creators, and professionals across every discpline. Foundational CS courses introduce students to computing, build critical thinking and analytical skills, and open doors to a wide range of careers. But how many students are actually taking CS courses? And who’s being left out? A new study from the Rutgers University Center for Effective School Practices analyzes six years of CS enrollment data to provide valuable insights. You can view the full report available freely online here . What the Data Show: Participation Trends from 2018 to 2024 Using de-identified course enrollment data from nearly 16,000 students acrosss seven suburban, public high schools, the study examines who is taking CS classes - and who isn't. It distinguishes between foundational courses (like introductory programming or robotics) and advanced courses (such as AP courses and higher-level electives), and breaks down participation by sex and race. Key findings include: Participation Is Growing—But Slowly and Unevenly Overall CS course enrollment grew from 10% in 2018–2019 to 15% in 2022–2023, before dropping slightly to 13% in 2023–2024. While the increase is encouraging, the recent decline signals a need for attention: Is this a temporary dip, or an early warning sign? Gender Disparities Are Deepening One of the clearest findings: girls continue to be underrepresented in CS. Female participation dropped over time and remained steady around 7% by 2023–2024, exactly where it was six years prior. Meanwhile, over the same period of time, male participation rose from 13% to 18%. This growing gender gap highlights an urgent need to rethink how CS is marketed, delivered, and supported to female learners. Racial Participation Patterns Are Complex Asian students consistently had the highest CS enrollment, peaking at 24% in 2022–2023. Hispanic students showed encouraging growth, briefly surpassing their Black and White peers, but did not sustain those higher rates. Participation among Black and White students remained relatively stable over the six years, around 10–12%. These trends call for deeper research into how school demographics, cultural factors, and local policies influence CS access and interest. Foundational Courses Drive Overall Trends Most CS participation comes from foundational courses, which are typically more accessible and may serve as entry points for students new to computing. From 2021–2022 onward, male and female participation in these courses diverged sharply, with the gender gap reaching its widest point in 2022–2023 (16% of males vs. 7% of females enrolled). Participation in Advanced Courses Remains Low—and Skews Male Advanced CS courses have much lower enrollment across the board, in part due to pre-requisite structures, as many require first taking a foundational course. In 2020–2021, only around 5% of high school students enrolled in an advanced CS course, and the male participation rate was more than 3 times higher than that of female students. Moreso than foundational courses, access to advanced CS courses varies across schools, and many students may never get the opportunity to explore more specialized CS topics. This bottleneck in the CS pipeline deserves close attention from administrators and policymakers. Where Do We Go From Here? Although most high schools offer foundational computer science courses (86% in the 2022-2023 school year), taking a CS course is not a graduation requirement. Thus, access isn’t enough and doesn't automatically imply participation , especially among students in sociodemographic groups historically underrepresented in CS. Results confirm what research consistently shows: engagement and equity remain real challenges within CS education. Research also offers us some strategies for what we can do about it, such as: Engage underrepresented students, particularly girls and students of color, by connecting CS to their interests and lived experiences. Develop inclusive curricula that emphasize collaboration, creativity, and real-world problem-solving. Invest in teacher training and support systems that make CS welcoming and accessible to all students. Monitor and evaluate course offerings, prerequisites, and student outcomes to ensure equitable access to both foundational and advanced pathways. CS education must evolve to keep pace of the diverse educational landscape. This study offers a valuable lens into where we are—and where we need to go. The takeaway is clear: if we want a future where all students can participate in CS (and we do!), we must take effective action in and out of the classroom. Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People e : p : Download CV Education : Affiliations : Biographical Highlights

Back to Our People e : p : Download CV Education : Affiliations : Biographical Highlights

Back to Our People e : p : Download CV Education : Affiliations : Biographical Highlights