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Rebecca Hinze-Pifer


Rebecca Hinze-Pifer is an assistant professor at the University of Illinois at Urbana–Champaign (UIUC) in the Department of Education Policy, Organization and Leadership. She holds a 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.

Key Professional Appointments

  • Assistant Professor, Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign

Research & Service

Dr Hinze-Pifer's research focuses on school-based approaches to reducing social inequality, with particular focus on programs and practices influencing adolescent socioemotional development. Her work includes a mixture of randomized field experiments of school-based programs and quasi-experimental studies of using school administrative data to understand the impacts of school policies. Dr. Hinze-Pifer has published and presented on a range of related topics, including school discipline, teacher classroom management practices, and student responses to community violence.


Hinze-Pifer, R., & Sartain, L. (2018). Rethinking Universal Suspension for Severe Student Behavior. Peabody Journal of Education, 93(2), 228-243.  link >

Moreno, A., Baker, S., Varey, K., & Hinze-Pifer, R. (2018). Bringing attention restoration theory to the classroom: A tablet app using nature videos to replenish effortful cognition. Trends in Neuroscience and Education, 12, 7-21.  link >

Conger, D., & Hinze-Pifer, R. (2016). Educating the Children of Immigrants in the United States. In D. J. Besharov, & M. H. Lopez (Eds.), Adjusting to a World in Motion: Trends in Global Migration and Migration Policy (pp. 119-134). Oxford University Press.  link >

Hinze-pifer, R., & Ramsey, D. S. (2011). Evaluating Education Information Systems: Implementation of Longitudinal Student Data Systems in Six School Districts. Policy Perspectives, 18(1), 71-91.  link >

Hinze-pifer, R. (2010). Review: R. Rothstein, R. Jacobsen, and T. Wilder's Grading Education: Getting Accountability Right. Policy Perspectives, 17(1), 95-101.  link >


CI 550: Methods of Educational Inquiry (CI 550) Offers a graduate-level introduction to research in education, including quantitative, qualitative and mixed methods designs and approaches. Key concepts include: identifying a research problem, reviewing the literature, design and analysis, communicating evidence, and the ethics of research. Students should gain the ability to effectively evaluate and critique design/methods sections of research publications; plan and design research studies; and organize a presentation of research to an audience of peers.

EPOL 413: Economics of Education (EPOL 413) Introduction to economic concepts and their application to education, including investment and consumption theories of education and the role of human capital in economic growth and development; cost-benefit analyses in education, education and the distribution of income, and manpower and educational planning.

EPOL 550: Methods of Educational Inquiry (EPOL 550) Same as CI 550, EPSY 550, and SPED 550. See CI 550.

EPOL 590: Advanced Graduate Seminar (EPOL 590) Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.

EPSY 550: Methods of Educational Inquiry (EPSY 550) Same as CI 550, ERAM 550, and SPED 550. See CI 550.

ERAM 550: Methods of Educational Inquiry (ERAM 550) Same as CI 550, EPSY 550, and SPED 550. See CI 550.

SPED 550: Methods of Educational Inquiry (SPED 550) Same as CI 550, EPSY 550, and ERAM 550. See CI 550.