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Christopher D. Hill, Ph.D., is a research psychologist, program evaluator, consultant, and educator with over 15 years of experience advancing equity-centered research, strategy, and evaluation. Based in the Washington, D.C. metropolitan area, he brings deep expertise in quantitative and qualitative methods, program evaluation, experimental design, and data analysis.
Christopher has held leadership roles across philanthropy, government, higher education, and community-based research. At the Gates Foundation, he served as Senior Program Officer for Measurement, Learning, and Evaluation, guiding impact strategy and portfolio reviews for their Postsecondary Success team. At the National Center for Education Statistics, he managed the Civil Rights Data Collection’s Research and Evaluation efforts in collaboration with the Office for Civil Rights and spearheaded the public release of historic datasets (1968–2008) that continue to shape national conversations on equity in education. Previously, at the U.S. Department of Education, he led data and evaluation team under the Office of Elementary and Secondary Education. In his independent consulting practice, Christopher partners with professional associations, HBCUs, and nonprofit organizations. His portfolio includes the Black Mental Health Workforce Report (Association of Black Psychologists), the Evaluation of an NSF HBCU-UP Project at Bowie State University, and Cure Violence Global in Wichita, KS. Currently, he leads the Black Teacher Census Project with the Black Teacher Collaborative, funded by the Hewlett Foundation, creating the first national repository on Black teacher experiences to inform professional development, advocacy, policy, and teacher retention. A 2023–24 Leaders in Equitable Evaluation and Diversity (LEEAD) Fellow, Dr. Hill is also an educator, having taught research methods and statistics across Minority-Serving Institutions.
He holds a Ph.D. and M.S. in Developmental Psychology from Howard University and a B.S. in Psychology from Jackson State University. Across all roles, he combines technical rigor with cultural fluency to strengthen systems, build capacity, and ensure that data and evidence advance equity for Black learners and communities. Christopher has presented his research for National Council for Black Studies, American Education Research Association, American Evaluation Association, Black Psychiatrists of America, and the Association of Black Psychologists.
