Tihirah Ruffin is a Policy Fellow focused on P–12 and higher education policy, with interests spanning educational access and equity, college affordability, and pathways to and through college. In her role, she supports policy research and analysis on issues affecting students across the education continuum and works to advance policies that expand educational opportunity and reduce barriers to student success.
Prior to joining EdTrust-Tennessee, Tihirah worked as a Higher Education Research and Data Intern at EdTrust-National, where she contributed to research on GRAD Plus loans, Workforce Pell, and short-term credentials. She has also worked at the Institute for Higher Education Policy (IHEP), as a Research Intern supporting research on postsecondary data, direct admissions, and student experiences.
Tihirah is currently a Ph.D. student in Higher Education Leadership at Colorado State University, where her research interests focus on student loan debt, racial inequities, and the experiences of minority students. She holds a master's degree in Higher Education Administration from Vanderbilt University and a bachelor's degree from the University of Michigan. Tihirah is committed to research and policy that not only identifies inequities, but helps develop solutions that meaningfully improve students' experiences and outcomes.
Favorite Sports Team?
Detriot Lions
What are people most surprised to learn about you?
I love building Lego sets.
What drew you to education?
What first drew me to education was experiencing firsthand how systems and policies shaped the opportunities that were available to me. Growing up on the north side of Flint, Michigan, I learned early on where I lived — my ZIP code and my neighborhood — determined my access to quality educational opportunities. That experience shaped my understanding of equity and inspired my commitment to studying and advancing education policy. Today, I believe education should be an accessible, affordable, and equitable pathway to opportunity, especially for students who have been historically underserved by education systems.
