Sarah Griffin’s research focuses on the high school-to-college transition, dual enrollment, and community colleges implementing guided pathways reforms. Her current projects include the study of equity-focused dual enrollment reforms in Florida and Texas, and a related project that examines dual enrollment policies in Ohio. Griffin also contributes to the development of guided pathways workshop curricula and educational resources. Griffin's past research projects have focused on various postsecondary topics including postsecondary math reforms, how employers’ adoption of new technologies like artificial intelligence have impacted workforce education programs at community colleges, student major selection processes, the national AACC Pathways Project, and the implementation of guided pathways reforms in California. Her professional interests include understanding the student perspective and qualitative research methods.
Griffin holds an MS in applied social research and a BA in sociology, both from Hunter College. Previously Griffin was a research and education consultant at Metis Associates, where she conducted mixed methods program evaluations for schools, colleges, and governmental and social service organizations. Some of her clients included the NYC Department of Education, CUNY Medgar Evers College, and the New York City Mayor’s Office for Economic Opportunity.