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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 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 Research Using Research to Increase Teacher Efficacy: Outcomes from the 3-Year Excellent Educators for New Jersey (EE4NJ) Pilot Michael Kuchar, Frank V. Auriemma, Cynthia L. Blitz, & Elizabeth Jewett This presentation reports on a comprehensive three-year pilot study conducted by the Bergenfield School District in New Jersey as part of the Excellent Educators for New Jersey (EE4NJ) initiative. The study examined the relationship between teacher effectiveness measures and student achievement outcomes using multiple data sources including Danielson teacher observation ratings, Renaissance Learning Student Growth Percentile (SGP) data, New Jersey Department of Education SGP data, and University of Washington 5D evaluator training data. The research revealed several key findings that challenge traditional assumptions about teacher evaluation. Tenured teachers consistently scored higher on both observation ratings and student growth measures compared to untenured teachers. Elementary teachers received higher observation scores than middle or high school teachers, while teachers of untested subjects (such as specials and science) scored higher in observed classroom domains but lower in planning and professional responsibility domains. Significantly, the research demonstrated a moderate correlation between teacher observation ratings using the Danielson Framework and student growth as measured by Renaissance Learning assessments. The presentation highlights the district's systematic approach to building evaluator capacity, providing valuable insights for educational leaders seeking to implement research-based teacher evaluation systems that can genuinely improve instruction and student outcomes. January 2015 2015 College Board Middle States Regional Forum Baltimore, Maryland, USA Bergenfield NJ's 3-year pilot study using the Danielson Framework shows how data-driven teacher evaluation can improve student outcomes. Research confirms moderate correlation between observation ratings and student growth. Citation Kuchar, M., Auriemma, F. V., Blitz, C. L., & Jewett, E. (2015, January 28). Using Research to Increase Teacher Efficacy: Outcomes from the 3-Year Excellent Educators for New Jersey (EE4NJ) Pilot [Invited presentation]. 2015 College Board Middle States Regional Forum, Baltimore, Maryland, USA. View Online Download PDF Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link

Back to Our People David J. Amiel, M.S. Research Analyst e : p : david.amiel@gse.rutgers.edu (732) 564-9100 x23 Education : M.S., Statistics; Rutgers University B.A., Biomathematics/Cognitive Science; Rutgers University David Amiel is a Research Analyst at the Rutgers University Center for Effective School Practices (CESP), where he advances the center's agenda through the planning, implementation, and dissemination of rigorous research and evaluation work. In his role at CESP, David works to create and curate knowledge and resources, connect them to relevant audiences in effective ways, and collaborate with partners to apply findings to practice. As an enthusiastic collaborator, David frequently partners with schools, community organizations, and other stakeholders to identify needs, develop interventions, and understand progress towards goals. His work includes the development of data collection instruments, carrying out meaningful and robust data analyses, and gleaning insights to inform CESP's work and support data-driven decision-making among partners. Within education, David draws on his experience as an educator, providing technical assistance, professional learning, and hands-on support to practitioners. David is passionate about making complex ideas accessible and useful through clear communication. Whether working directly with professionals, helping data tell their story, or disseminating the center's research and work at conferences and publications, David works to connect evidence and findings to the audiences they can support. Through the creation of content, publications, and presentations, David works to disseminate and represent the center’s work to diverse audiences of practitioners, researchers, and other professionals. His interdisciplinary training has equipped him with an analytic perspective and skill set that he enjoys applying to help others and address complex challenges within and beyond education. David holds an M.S. in Statistics with a concentration in Data Science and a B.A. in Biomathematics from Rutgers University.

Back to Research Interpreting Responsiveness in Persons with Severe Traumatic Brain Injury: Beliefs in Families and Quantitative Evaluations Etienne J. Phipps, Madeline D. Pasquale, Cynthia L. Blitz & John Whyte This qualitative pilot study examines the complex relationship between family beliefs and clinical assessments regarding responsiveness in patients with severe traumatic brain injury. Using semi-structured interviews with family members at two time points during rehabilitation, the researchers explored how families interpret and understand their loved one's behaviors, awareness, and functional abilities compared to objective clinical evaluations. The study involved five patients with severe TBI who were either minimally conscious or in non-responsive states, along with their family members who consented to participate in the evaluation process. The research revealed significant discrepancies between family perceptions and clinical assessments of patient responsiveness. Family members consistently interpreted subtle behaviors, movements, and expressions as meaningful signs of awareness and cognitive function, even when quantitative evaluations showed limited or no evidence of purposeful responses. Common themes emerging from family interviews included relief that the patient survived, hope for full recovery, confusion about the brain injury and its implications, and belief that the patient was more functional than clinical assessments indicated. Families often cited specific incidents or behaviors that they believed demonstrated their loved one's awareness and understanding. The study highlights important implications for clinical practice and family education in brain injury rehabilitation. The researchers emphasize that family beliefs about patient responsiveness, while often diverging from clinical findings, serve important psychological functions in maintaining hope and coping with trauma. However, these discrepancies can also create challenges for treatment planning and realistic goal setting. The findings suggest that clinicians need to carefully balance providing accurate prognostic information with supporting family emotional needs, while also incorporating family observations that may capture subtle changes not detected through formal assessment protocols. August 1997 The Journal of Head Trauma Rehabilitation | Volume 12, Issue 4 This qualitative study explores the differences between family perceptions and clinical evaluations of responsiveness in patients with severe traumatic brain injury during rehabilitation. Citation Phipps, E. J., Pasquale, M. D., Blitz, C. L., & Whyte, J. (1997). Interpreting Responsiveness in Persons with Severe Traumatic Brain Injury: Beliefs in Families and Quantitative Evaluations. The Journal of Head Trauma Rehabilitation , 12 (4). https://journals.lww.com/headtraumarehab/fulltext/1997/08000/interpreting_responsiveness_in_persons_with_severe.6.aspx 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

PROJECTS Home / Insights / Projects / Projects at the Center In addition to our work providing services to teams, school districts, and other organizations, Rutgers CESP also leads or partners on a number of projects spanning multiple domains. Thanks to the center's highly skilled team and decades of experience, Rutgers CESP frequently secures funding from local, state, and federal government agencies as well as private corporations and foundations. Since 2010, Rutgers CESP has secured over $22 million of funding through competitive awards and contracts, developing an expansive portfolio of research grants, program evaluations, and other initiatives to support practitioners and other professionals within and beyond education. Explore a selection of the center's projects below. We are an agile team, well positioned to identify and respond to intersectional problems of practice in many contexts, from education and educational policy to workforce development, public health, training programs, and beyond. If you are searching for an experienced and thoughtful partner for your next grant, or looking to bring a project to fruition, let's connect . Educational Research, Practice, & Policy The BRIDGE Initiative, Engagement of Parents of Students with Disabilities 2025-2028 N.J. Department of Education, OSE In partnership with the NJ Department of Education, The BRIDGE Initiative works to improve the engagement of parents and caregivers of students with disabilities by providing curated, actionable resources and technical assistance to educators and families. Extending the CS Pipeline: Enhancing Rigor and Relevance in Middle School CS 2021-2026 U.S. Department of Education Rutgers researchers are collaborating with partner schools and industry and education experts to develop and implement a technical assistance framework that involves tailored, purposeful professional learning in the integration and expansion of middle school computer science (CS), with a focus on universal access to computer science education. The Computer Science Teaching and Learning Collaboratory (CS-TLC) 2018-2022 National Science Foundation A researcher-practitioner partnership between NJ and PA school districts and Rutgers, CS-TLC aims to broaden the participation of historically underrepresented student populations in computer science through rigorous and equitable practices. iStronG (Inclusive, Strong, and Green): A Student-Centered Systems Thinking, Place-Based, and Technology-Driven Curriculum 2018-2022 National Science Foundation iStronG involved development and implementation of the curriculum as well as training for college access professionals (program staff from four Upward Bound programs) who would be teaching and working with students. Leadership & iSTEAM for Females in Elementary School (LiFE) 2018-2021 National Science Foundation CESP served as external evaluator for LiFE by gathering data to inform the project team about needs and effective practices to share successes and improve project effectiveness. Diverse Teachers for Diverse Schools 2018-2020 New Jersey Department of Education Influenced by research demonstrating gains in learning for minority students taught by teachers from similar backgrounds, this collaboration with a consortia of charter schools addressed teacher recruitment, mentoring, and induction strategies. Regional Education Laboratory Mid-Atlantic (RELMA) 2012-2017 Institute of Education Sciences Dr. Blitz served as the Research Alliance (RA) Task Lead, fostering partnerships with regional stakeholders. Training & Development Biomedical Excellence Achieved through Coaching Networks (BEACON) 2023-2028 National Institutes of Health Hypothesis-driven research examines the impact of individualized coaching on biomedical Ph.D. students in terms of short-term outcomes (e.g., self-efficacy, resilience, reduced anxiety, depression) and sustained positive effects (degree persistence, goal attainment, ease in career transitions, tangible scholarly outputs). Rutgers Computer Science Education Professional Learning Hub 2021-2022 New Jersey Department of Education The center collaborated with the university’s computer science department to establish, maintain, and expand a central New Jersey-based hub offering access to differentiated and sustained computer science education professional learning opportunities. New Jersey Early Learning Training Academy (NJ-ELTA) 2014-2016 New Jersey Department of Education This professional development initiative aimed to create and deliver research-based training and technical assistance to early childhood educators and key stakeholders throughout the state. Formative Assessment 2013-2015 New Jersey Department of Education A two-year Formative Assessment program was designed to support the increasing need to improve New Jersey educators’ data literacy related to assessment-driven English Language Arts (ELA) instruction. Common Core Academy 2013-2013 New Jersey Department of Education The center developed, coordinated, and implemented a week-long professional learning event that provided training to more than 230 New Jersey teachers and administrators on the practical application of the Common Core State Standards. Health & Public Policy Employment, Development, Guidance, and Engagement (EDGE) Program Evaluation 2022-2025 N.J. Commission for The Blind As the external evaluator, the center collaborates with EDGE stakeholders to assess the program’s efficacy and impact. The comprehensive evaluation involves detailed reviews of program implementation, mentor and staff engagements, student achievements, and overall outcomes. New Jersey Alliance for Clinical and Translational Science (NJ ACTS) 2019-2031 National Institutes of Health In the capacity of internal evaluator for NJ ACTS, the center works within the large-scale project that involves health care providers and clinical researchers across Rutgers Health, New Jersey Institute of Technology, and Princeton University. Project ASPEN: Active Surveillance of Policy Ecosystems and Networks to Enhance Brokering of Research Evidence into State Policymaking 2019-2022 William T. Grant Foundation The project’s primary goal was to collaborate with the National Alliance on Mental Illness – New Jersey, an established patient advocacy organization, to produce and disseminate research relevant to implementing universal screening for adolescent depression in public schools. Improving the Provision of Mental Health Care for Patients with End-Stage Renal Disease and Their Caregivers 2017-2018 Patient-Centered Outcomes Research Institute (PCORI) This project was intended to better understand the experiences of patients suffering from end-stage renal disease, their caregivers, and their healthcare providers in acquiring, receiving, and communicating information about treatment options and decision-making.

Back to Resources Research Brief: Social-Emotional Learning (SEL) in Response to COVID-19 Addressing trauma and supporting student well-being through SEL This brief explores how schools can implement trauma-informed social-emotional learning (SEL) to address the academic and emotional impacts of COVID-19, especially for the most vulnerable students. Suggested Citation Blitz, C. L., Amiel, D. J., & Clough, T. G. (2022, January). Research brief: Social-emotional learning (SEL) in response to COVID-19 . New Brunswick, NJ: Rutgers University Center for Effective School Practices. Retrieved from https://cesp.rutgers.edu/. This research brief from the Rutgers Center for Effective School Practices focuses on the vital role of social-emotional learning (SEL) in helping students recover from the disruptions caused by the COVID-19 pandemic. As educators, families, and communities grapple with the long-term impact of trauma, loss, and prolonged social isolation, SEL has emerged as a powerful tool to foster healing and resilience. The brief draws on guidance from leading organizations like CASEL to define SEL’s core competencies and explain how trauma-informed SEL approaches can be integrated into existing school systems. It pays particular attention to equity concerns, highlighting the disproportionate impact of the pandemic on students from marginalized backgrounds—including those in low-income households, English learners, and students with disabilities. CESP, 2022 - Research Brief - Social-emotional Learning (SEL) in Response to covid-19 .pdf Download PDF • 601KB Incorporating trauma-informed SEL into everyday school practices is essential for addressing the mental health and emotional well-being of students in a post-COVID world. This brief not only outlines practical strategies for implementation across tiers of support but also emphasizes the importance of creating inclusive environments where all students feel safe, seen, and supported. By fostering self-awareness, empathy, and responsible decision-making, SEL can help students rebuild their interpersonal skills, regain academic focus, and re-engage in their education with a renewed sense of purpose. Schools that prioritize SEL—alongside academics—will be better positioned to meet the holistic needs of their students and create a stronger, more equitable foundation for future learning. 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

Back to Projects The Computer Science Teaching and Learning Collaboratory (CS-TLC) National Science Foundation The Computer Science Teaching and Learning Collaboratory (CS-TLC) was a major initiative of the Rutgers Center for Effective School Practices. The collaboratory was created with support from the National Science Foundation through two grants, titled “Building Capacity, Rigor, and Equity in Computer Science Education” (planning grant) and “Addressing Issues of Equity and Engagement in Computer Science” (project grant), both of which were led by principal investigator Cynthia L. Blitz, research professor and executive director of Rutgers Center for Effective School Practices. Rutgers Department of Computer Science professor and chair Thu Nguyen and director of undergraduate introductory instruction Fran Trees were co-principal investigators for the planning grant; Nguyen, Trees, and Teresa Duncan, president of Deacon Hill Research Associates, were co-principal investigators for the project grant. The Rutgers CS-TLC was a researcher-practitioner partnership between school districts in New Jersey and Pennsylvania and Rutgers University’s Center for Effective School Practices and Department of Computer Science. The collaboratory’s main objective was to broaden the participation of historically underrepresented student populations in computer science through rigorous and equitable practices. The planning grant (2018-2019) sought to engage individuals and entities who were members of an existing research alliance (through the Regional Educational Lab Mid-Atlantic) in formative evaluation and planning activities focused on computer science education. The goal of these activities was to identify and analyze major facilitators and barriers to providing rigorous and engaging computer science courses to all students, as well as effective strategies to provide high-quality professional development that was tailored to teachers and schools with different levels of knowledge, capacity, and competencies regarding computer science education. Building on an established researcher-practitioner partnership (RPP), this project (2019-2022) aimed to increase the number of school districts in the region with the capacity to deliver rigorous and engaging computer science courses and to strengthen the computer science program in districts/schools already possessing this capacity. Objectives of the project included: Developing and delivering high-quality computer science professional development for teachers that enhanced their ability to deliver instruction responsive to their students’ level of computer science skill development, interests, and cultural backgrounds Investing in building the capacity of school and district leaders to plan, implement, manage, and evaluate programs and policies that could support rigor and equity in computer science education Engaging in research and community-building activities that could improve the performance, effectiveness, and sustainability of the RPP as well as expand the size and diversity of its membership. This project directly addressed the issue of equity in computer science education, as the collaborating school districts served students who had been traditionally underrepresented in computer science, including rural students, students living in poverty, and Hispanic and African-American students. By working in collaboration with a network of teachers and administrators who served these students, the team sought to focus on expanding pedagogical content knowledge as well as tailoring activities and assignments to address the different needs and experiences of these students, providing them with opportunities for rigorous and engaging computer science instruction. Timeline This project began in January 2018 and concluded in December 2022. Sponsorship This project was conducted with a $250,000 planning grant and a $1,000,000 grant from the National Science Foundation through the "CSforALL" grant program [CNS-1837305, CNS-1738737]. Project Leaders & Key Personnel Principal Investigator: Dr. Cynthia L. Blitz, Ph.D. Co-Principal Investigator: Dr. Frances P. Trees, D.P.S. Co-Principal Investigator: Dr. Teresa Duncan, Ph.D. Co-Principal Investigator: Dr. Thu Nguyen, Ph.D. Collaborating Organizations Rutgers University Department of Computer Science Facebook X (Twitter) WhatsApp LinkedIn Pinterest Copy link