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Back to Our People Vivian Allen Associate Director e : p : vivian.allen@gse.rutgers.edu (732) 564-9100 x16 Download CV Education : Continuing Ed. Diploma, Financial Analysis; New York University B.A., New York University Affiliations : Computer Science Teachers Association, CSTA CS4NJ Coalition American Educational Research Association, AERA American Evaluation Association, AEA Biographical Highlights ￫ Strategic leader with over 20 years of experience in program management and financial analysis. ￫ Skilled in leading large-scale educational research projects with a focus on capacity building and efficient project management. ￫ Proficient in data management systems and project coordination, with extensive experience in grant-funded initiatives. 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.

Back to Research Computer Science Teacher Capacity: The Need for Expanded Understanding David J. Amiel & Cynthia L. Blitz In a journal article titled 'Computer Science Teacher Capacity: The Need for Expanded Understanding' published in the International Journal of Computer Science Education in Schools (2022), Rutgers Center for Effective School Practices researchers David Amiel and Cynthia L. Blitz discuss the imperative for the teaching workforce in elementary and secondary education to be adequately prepared to provide computer science instruction that is robust, relevant, and aligned with appropriate learning standards. This paper shares results from a recent survey administered to current computer science educators across the K-12 space in the state of New Jersey. Using these results and recent literature, the research distills actionable, assessed needs to guide the provision of professional learning to ensure that educators have the necessary tools and knowledge to ensure robust and equitable implementation of computer science education. Results point toward the need to: expand the present understanding of computer science by effectively differentiating computer science from technology-based instruction and addressing an overrepresentation of analytical content domains; and reaffirm a commitment to equity by acknowledging the persistent gaps in participation of marginalized student groups and critically examining when and where the use of technology is necessary for delivering computer science instruction. October 2022 International Journal of Computer Science Education in Schools | Volume 5, Issue 4 DOI: 10.21585/ijcses.v5i4.151 Combining K-12 statewide survey results and recent literature, this research distills actionable needs that can guide professional development toward expanding educators understanding of computer science. Citation Amiel, D. J., & Blitz, C. L. (2022). Computer Science Teacher Capacity: The Need for Expanded Understanding. International Journal of Computer Science Education in Schools , 5 (4), 38–47. https://doi.org/10.21585/ijcses.v5i4.151 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People Iman Basit Research Associate e : p : ib332@scarletmail.rutgers.edu (732) 564-9100 x10 Download CV Education : MPP, Bloustein School of Planning and Public Policy, Rutgers University BS, Economics & Political Science, Lahore University of Management Sciences Affiliations : Biographical Highlights Iman Basit is a Research Associate 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 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

Developed as part of the Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS Project. 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 our outreach process and the materials that we used to communicate with schools. Our approach followed generally accepted principles of research recruitment, such as personalized messages, emphasizing the potential positive impacts of the project, and highlighting incentives being offered to participants. Our hope is that by sharing concrete examples of our materials and describing the rationales behind our decisions, other researchers will be better able to address the challenges of school recruitment. We welcome your feedback and encourage you to share your own tips and experiences. School Recruitment Resource Packet .pptx Download PPTX • 2.42MB Suggested citation: Center for Effective School Practices (2024). School Recruitment Resource Packet . Rutgers University. https://www.rutgerseir.com/post/school-recruitment-resource-packet Suggested Citation: Center for Effective School Practices. (2024). School Recruitment Resource Packet. Rutgers University. https://cesp.rutgers.edu/eir-resource-library/school-recruitment-resource-packet/ Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link ⟵ All Resources School Recruitment Resource Packet

Back to Research Cohort Dynamics and Longitudinal Trends in High School Computer Science Participation Cynthia L. Blitz, David J. Amiel, & Teresa G. Duncan This longitudinal study examines computer science participation trends across three graduating cohorts (2022, 2023, 2024) in six suburban high schools. Using a cohort-based analysis approach, researchers tracked how CS enrollment patterns evolve over students' four-year high school experience, revealing that despite consistent CS course availability, overall participation remains generally under 50%, with significant variations between schools (12-86%). The research identified consistent gender and racial disparities across all schools, with male students participating at higher rates than females, and Asian students showing higher participation than their peers. While modest increases in CS participation were observed between cohorts (typically 6-9 percentage points), these gains were neither large enough to meaningfully approach universal participation nor differential enough to close existing equity gaps. The study's cohort-centered methodology offers unique insights by accounting for frequent shifts in schools' CS education ecosystems that other longitudinal approaches might miss. This approach provides a more nuanced understanding of CS participation patterns and demonstrates that access alone does not ensure equitable participation, suggesting the need for targeted interventions to accelerate participation among underrepresented groups. March 2025 Preprints DOI: 10.20944/preprints202503.0802.v1 Note: This is a non-peer-reviewed preprint. This record will be updated following publication. This study tracks CS participation across high school cohorts, finding modest overall growth but persistent demographic disparities, suggesting current trajectories won't achieve equity without targeted interventions. Citation Blitz, C. L., Amiel, D. J., & Duncan, T. G. (2025). Cohort Dynamics and Longitudinal Trends in High School Computer Science Participation . Preprints. https://doi.org/10.20944/preprints202503.0802.v1 View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

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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

Back to Our People Danielle Morgenroth Asst. Principal, Curriculum & Learning e : p : Download CV Education : Affiliations : Biographical Highlights

Back to Research Building and Measuring Effective Internal and External Collaborations to Advance Rural Education Cynthia L. Blitz Rutgers Center for Effective School Practices research professor Cynthia Blitz presented 'Building and Measuring Effective Internal and External Collaborations to Advance Rural Education' in 2017 at the National Forum to Advance Rural Education, organized by the National Rural Education Association. Topics discussed in the presentation include: Internal collaboration structures, such as action research, collaborative analysis of student learning, collegial circle, community of practice, lesson study, and professional learning community. External collaboration structures, such as academic alliance, design research, high school outreach, networked improvement community, professional learning network, research alliance, strategic alliance, and study council. Forming and sustaining internal and external collaborative structures. Measurement to assess collaborative work: GRIP framework (goals, roles, interpersonal relationships, and procedures and processes), Logic model (inputs, outputs/activities, outcomes (short-, medium-, long-term), Selecting measurement instruments, Measuring team process and collaboration and commitment to collective inquiry October 2017 2017 National Forum to Advance Rural Education Columbus, Ohio, USA How to build and measure internal and external collaborations in rural education systems is the focus of this conference presentation. Citation Blitz, C. L. (2017, October 13). Building and Measuring Effective Internal and External Collaborations to Advance Rural Education [Conference presentation]. 2017 National Forum to Advance Rural Education, Columbus, Ohio, USA. https://static.battelleforkids.org/documents/ruralforum/RuralProgram2017.pdf View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link