Sarah Fuller holds a Ph.D. in public policy from the Sanford School of Public Policy at Duke University. Fuller has research interests in education policy; early childhood development; social stratification; and quantitative research methods. She uses primarily quantitative methods to address research questions surrounding schools and students focusing on questions that have the potential to inform policy decisions. Fuller leads a project exploring the characteristics and educational experience of American Indian students in North Carolina. She is also a co-investigator on a research evaluation of the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) North Carolina intervention and leads the quantitative component of the study. Other areas of ongoing research include teacher quality in early elementary grades, high school reform models, the impacts of subsidized meals, and the influence of natural disasters on childhood outcomes. Fuller has recent publications in Demography and Education Finance and Policy.