Sarah Crittenden Fuller holds a Ph.D. in public policy from the Sanford School of Public Policy at Duke University. She currently serves as Principal Investigator for the multi-year evaluation of the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) North Carolina intervention. Fuller is also leading projects examining the impacts of natural disasters on educational outcomes nationwide and the impacts of remote learning due to COVID-19 on schools in North Carolina. Other areas of ongoing research include high school reform models, the impacts of school nutrition on academic outcomes, and the influence of hurricanes in North Carolina on childhood outcomes. Fuller’s work leverages large administrative datasets and quasi-experimental designs to estimate the causal effects of particular policies or events on student outcomes. 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 has received grant funding from the Spencer Foundation, the National Science Foundation, the Robert Wood Johnson Foundation, the Russell Sage Foundation, and the W.T. Grant Foundation. She has recent publications in Economics of Education Review, AASA Journal of Scholarship and Practice, AERA Open, and Urban Education.