Rebecca Hinze-Pifer

Rebecca Hinze-Pifer is an Assistant Professor in the Department of Education Policy, Organization and Leadership at the University of Illinois at Urbana-Champaign's College of Education. Her work focuses on school-based approaches to reducing social inequality with particular emphasis on adolescent socioemotional development.

Dr. Hinze-Pifer earned her Ph.D. in public policy from the University of Chicago, a Master's of Public Policy from George Washington University, and a B.S. in astrophysics and computer science from the University of Wisconsin - Madison. Her educational background bridges quantitative analysis with social science perspectives.

Her research examines school-based interventions through randomized field experiments and quasi-experimental studies using school administrative data. She investigates how school policies impact student outcomes, with specific attention to school discipline, teacher classroom management practices, and student responses to community violence. Her work demonstrates how educational structures can either perpetuate or mitigate social inequalities.

Analysis of her publications reveals consistent focus on educational equity issues, particularly examining how school policies affect marginalized student populations. Her research spans multiple methodological approaches including large-scale quantitative analysis of school administrative data, field experiments, and qualitative stakeholder perspectives.

Dr. Hinze-Pifer teaches graduate courses including EPOL 550: Methods of Educational Inquiry, EPOL 586: General Field Research Seminar, and ERAM 565: Quantitative Methods for Education Policy 1. Her teaching emphasizes research methodology and policy analysis skills for future education researchers and practitioners.

Her scholarly work demonstrates significant contributions to understanding how school policies can be designed to promote equity while maintaining academic rigor and school safety. Her research on suspension policies and de-tracking initiatives has provided evidence-based insights for school reform efforts focused on equitable access to quality education.