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Back to Research Exploring Job-Embedded Professional Learning in Rural Schools Nicole Martin, Earl Legleiter, Cynthia Blitz, Rachel Smith, & Michelle Kendrick In a white paper titled “Exploring Job-Embedded Professional Learning in Rural Schools,” published through the 100Kin10 Grand Challenges initiative, the authors examined successes and challenges in implementing professional development programs for educators in rural settings and identified strategies for sustaining partnerships with school districts. Discussion of the National Survey of Science and Mathematics Education and its findings and potential implications is the focus of the white paper. Topics include: Decision making about professional learning. The job-embedded nature of professional learning. Quality of professional learning. School culture surrounding professional learning. Most impactful forms of professional learning, including specific curricula. Challenges to implementing professional learning and supports to overcome them. March 2021 100Kin10 Grand Challenges | White Paper The results of a national survey addressing professional development in rural schools are explored. Themes include decision-making, job-embedded programming, learning objectives, quality, and school culture. Citation Martin, N. D., Legleiter, E., Blitz, C. L., Smith, R., & Kendrick, M. (2021). Exploring Job-Embedded Professional Learning in Rural Schools (Grand Challenges). 100k in 10. https://grandchallenges.100kin10.org/progress/job-embedded-professional-development-programs-for-rural-schools View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects New Jersey Alliance for Clinical and Translational Science (NJ ACTS) National Institutes of Health Coordinated by Rutgers Biomedical and Health Sciences (RBHS), the New Jersey Alliance for Clinical and Translational Science (NJ ACTS) comprises a consortium with Rutgers and Princeton Universities, NJ Institute for Technology, medical, nursing, dental and public health schools, hospitals, community health centers, outpatient practices, industry, policymakers and health information exchanges. With access to ~7 million people, NJ ACTS serves as a ‘natural laboratory’ for translational and clinical research. CESP will serve as the NJ ACTS Internal Evaluator. The CTSA Hub focuses on two overarching themes: the heterogeneity of disease pathogenesis and response to treatment, and the value of linking large clinical databases with interventional clinical investigations to identify cause-and-effect and predict therapeutic responses. NJ ACTS will provide: innovative approaches to link information from large databases and electronic health records to inform clinical trial design, execution and analysis; and novel platforms for biomarker discovery using fluorescence in situ hybridization and machine learning to identify unique neural signatures of chronic illness. Timeline This project began in February 2019 and is scheduled through March 2031. Sponsorship This project is funded by multi-million dollar grant from the the National Institutes of Health through the CTSA program [award #M1TR004789]. Project Leaders & Key Personnel Principal Investigator: Reynold A. Panettieri, Jr., MD Internal Evaluator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations Rutgers Biomedical Health Services Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects Employment, Development, Guidance, and Engagement (EDGE) Program Evaluation N.J. Commission for The Blind The Rutgers University Center for Effective School Practices (CESP) is serving as the external evaluator for the Employment, Development, Guidance, and Engagement (EDGE) program, a partnership between The Arc, Ocean County Chapter, and the New Jersey Commission for the Blind and Visually Impaired (CBVI). The EDGE initiative aims to empower 120 blind and visually impaired students by facilitating their transition into independent living and career development. The EDGE program is structured into two distinct phases: EDGE 1.0, which is geared towards high school students and includes a series of Saturday workshops focusing on interpersonal development, college preparation, financial literacy, and more; and EDGE 2.0, designed for college students, offering online classes and dedicated college advisors to help students assimilate into college life in a career-focused manner. Both phases are strengthened by the invaluable insights and guidance from former EDGE enrollees who now serve as staff and mentors, providing a unique perspective to current participants. In its evaluative capacity, Rutgers CESP will closely collaborate with the EDGE program's stakeholders to assess its efficacy and impact. This comprehensive evaluation will involve detailed reviews of program implementation, mentor and staff engagements, student achievements, and overall outcomes. CESP is excited about this partnership and is eager to contribute its evaluative expertise to a program making a profound difference in the lives of blind and visually impaired youth. Timeline This project began in July 2022 and is scheduled through June 2025. Sponsorship This program is funded by the New Jersey Commission for the Blind and Visually Impaired (Department of Human Services). Rutgers CESP is contracted for evaluation services by The Arc of Ocean County. Project Leaders & Key Personnel Program Director: Perry Sandler External Evaluator: Dr. Cynthia L. Blitz, Ph.D. Collaborating Organizations The Arc, Ocean County Chapter Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Projects New Jersey Early Learning Training Academy (NJ-ELTA) New Jersey Department of Education The Center for Effective School Practices was awarded a grant from the New Jersey Department of Education to design and implement the New Jersey Early Learning Training Academy (NJ-ELTA), a crucial project within New Jersey’s Race to the Top Early Learning Challenge. NJ-ELTA was the professional development component of the Grow NJ Kids Quality Rating Improvement System, a multifaceted effort to improve preschool performance across the state. The program impacted 83,000 infants and children at 1,788 preschool settings. Using a “train-the-trainer” model, NJ-ELTA staff delivered training modules to a team of master preschool educators, who then delivered the modules to their local peers. The modules were based on the key skill set areas identified by Grow NJ Kids as essential for early childhood workers: Health and Safety, Curriculum and Learning Environment, Family and Community Engagement, Workforce Development, and Administration and Management. By training New Jersey’s preschool workforce in these areas, NJ-ELTA ensured preschool students throughout the state were in the care of highly qualified and competent professionals who provided instruction that supported child development while expertly managing the many challenges that arose in a preschool setting. CESP worked with two regional partners to manage the delivery of training: Passaic County Community College in northern New Jersey and Atlantic Cape Community College in southern New Jersey. CESP delivered training for the central region of New Jersey in addition to acting as the primary agency for the overarching statewide program. Timeline This project began in 2014 and concluded in 2016. Sponsorship This project was conducted with a $3,100,000 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, Passaic County Community College, Atlantic Cape Community College Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Integrating Curricular Resources into Computer Science Classrooms David J. Amiel, Frances P. Trees, & Cynthia L. Blitz Rutgers University researchers David Amiel, Fran Trees, and Cynthia Blitz presented 'Integrating Curricular Resources into CS Classrooms' in 2024 at the Rutgers University Computer Science Summit. The presentation reviewed aspects of finding, selecting, using, and sharing resources such as lesson plans, worksheets, short activities, slides, projects, units, course curricula, videos, examples, and guest speakers to support computer science education. December 2024 Rutgers University Computer Science Summit New Brunswick, New Jersey, USA How to find, select, use, and share computer science education lesson plans, worksheets, activities, slides, projects, and other curricular resources is the focus of this presentation. Citation Amiel, D. J., Trees, F. P., & Blitz, C. L. (2024, December 13). Integrating Curricular Resources into Computer Science Classrooms [Conference presentation]. 7th Annual Rutgers University Computer Science Summit, New Brunswick, New Jersey, USA. https://sites.google.com/view/2024-ru-cs-summit/ View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Resources School Recruitment Resource Packet Recruiting Schools to Participate in Research Projects This guide describes the center’s outreach process and communication materials, which leverage research recruitment principles related to personalized messaging, potential positive impacts, and incentives. Suggested Citation School recruitment resource packet. Extending the CS pipeline: Enhancing rigor and relevance in middle school computer science . Rutgers University Center for Effective School Practices. (2024). https://eric.ed.gov/?q=recruitment+&ff1=dtyIn_2024&id=ED653944 Recruiting schools to participate in research projects has become increasingly challenging in the past several years. Research in schools was next-to-impossible during the COVID-19 pandemic, and the aftermath of the pandemic has made research a lower priority for schools trying to regain COVID-related academic losses. The School Recruitment Resource Packet is intended to support researchers’ recruitment efforts by sharing details about the Rutgers Center for Effective School Practices’ outreach process and the materials used to communicate with schools. The Center’s approach followed generally accepted principles of research recruitment, including: use of personalized messages. emphasizing the research project’s potential positive impacts. highlighting incentives being offered to participants. School Recruitment Resource Packet .pdf Download PDF • 1.72MB Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Research Physical Victimization in Prison: The Role of Mental Illness Cynthia L. Blitz, Nancy Wolff & Jing Shi This comprehensive study represents the first systematic examination of physical victimization rates within a state prison system, with particular focus on inmates with mental health disorders. Conducted across 14 adult prisons in a mid-Atlantic state, the research surveyed 7,528 inmates using audio-computer administered interviews to ensure reliable reporting on sensitive topics. The study compared victimization experiences between inmates who reported prior treatment for mental health conditions including schizophrenia, bipolar disorder, depression, PTSD, or anxiety disorder, and those without such histories. The findings reveal alarming disparities in victimization rates. Male inmates with mental disorders experienced physical victimization at rates 1.6 times higher for inmate-on-inmate incidents and 1.2 times higher for staff-on-inmate incidents compared to their counterparts without mental illness. Female inmates with mental disorders were 1.7 times more likely to report physical victimization by other inmates. The research utilized multiple measurement approaches, including both general questions about physical assault and specific behavioral questions, providing robust estimates of victimization prevalence. Approximately one-quarter of the sample reported prior mental health treatment, with these individuals also showing higher rates of co-occurring conditions such as substance abuse, head trauma, and chronic physical conditions. Results demonstrate that inmates with mental disorders are disproportionately represented among victims of physical violence in prison, highlighting the need for targeted protection and intervention strategies for this vulnerable population within correctional settings. October 2008 International Journal of Law and Psychiatry | Volume 31, Issue 5 DOI: 10.1016/j.ijlp.2008.08.005 This study examines physical victimization rates in prison, comparing inmates with mental disorders to those without, revealing significantly higher vulnerability among those with mental illness. Citation Blitz, C. L., Wolff, N., & Shi, J. (2008). Physical Victimization in Prison: The Role of Mental Illness. International Journal of Law and Psychiatry , 31 (5), 385–393. https://doi.org/10.1016/j.ijlp.2008.08.005 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Resources Common Online Math Platforms at a Glance: Reference Sheets Brief Informational Summaries Consise and printable one-pagers summarizing five widely used online math learning platforms: ALEKS, Beast Academy, DreamBox, IXL, and Khan Academy. Suggested Citation Math Platforms at a Glance: Reference Sheet Set . Rutgers University Center for Effective School Practices. (2025, August). https://cesp.rutgers.edu/resource/math-tools-reference-sheets No digital math tool is perfect, and none of them are one-size-fits-all. Designed with teachers' busy schedules in mind - each sheet follows a standardized format to support quick comparison, adoption decisions, and classroom integration, including: 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. Math Platforms Reference Sheet Set (all) .pdf Download PDF • 2.47MB Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to News Celebrating Progress: Annual Reflections on the EDGE Program Year-two evaluation highlights growth, engagement, and student outcomes An external evaluation of the EDGE program shows continued progress in supporting blind and visually impaired students as they prepare for college, careers, and independent living. Year-two findings highlight strong self-efficacy, record-breaking participation, high event satisfaction, and increased employment-related activity. The Rutgers Center for Effective School Practices (CESP) is proud to share highlights from the external program evaluation of EDGE. The Employment, Development, Guidance, and Engagement (EDGE) Program Evaluation is a partnership between The Arc, Ocean County Chapter, and the New Jersey Commission for the Blind and Visually Impaired (CBVI). The EDGE initiative aims to empower 120 blind and visually impaired students by facilitating their transition into independent living and career development. The EDGE program is structured in two: EDGE 1.0, which is geared towards high school students and includes a series of Saturday workshops focusing on interpersonal development, college preparation, financial literacy, and more; and EDGE 2.0, designed for college students, offering online classes and dedicated college advisors to help students assimilate into college life in a career-focused manner. We are proud to share some major highlights from year 2 of the evaluation. From Self-efficacy to record breaking attendance, EDGE’s growth and commitment to its students and their development. Improved Self-Efficacy : At the end of year 2, 100% of EDGE students agreed they can achieve outcomes important to them. Self-efficacy—a student’s belief in their ability to succeed—started and remained high throughout the year. Tackling Academic & Social Challenges : Students reported significant growth in knowing what to do and who to go to when academic or social issues arise in college. These gains highlight the effectiveness of EDGE’s preparation for real-world college experiences. Record-Breaking Attendance : EDGE saw its highest participation yet: average quarterly attendance jumped from 11 to 17 students, with workshop turnout now consistently reaching or exceeding 30 participants per session. Consistently High Event Satisfaction : Students love EDGE events, and the data shows it. Workshops averaged 4.4 out of 5 in satisfaction and showed an average +0.7 point increase in self-reported skills. Tech Talks went even higher, with greater perceived skill gains and equally strong ratings. Increased Employment Activity : The EDGE program continues to demonstrate meaningful, measurable progress in helping students prepare for college, careers, and independent living. With a thriving community and data-driven approach, EDGE is building a foundation for lasting success—and CESP is proud to continue supporting its growth into the future. Whether it be thinking about differentiating activities, incorporating review games, sharing the latest assistive technologies, or brainstorming ways to provide students with “learning that lasts,” working with the EDGE program has been a pleasure. CESP is looking forward to seeing its growth over the next year! 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