Taylor N. Allbright
Rossier Dean's Fellowship
M.A., Education with an Emphasis on Teaching, Mills College, 2014.
B.A. Political Science and Gender Studies, University of California Berkeley, 2008.
K-12 Education Policy
Educational leaders’ conceptions of equity; leaders’ enactment of policies intended to mitigate racial inequity; the politics and process of educational policy change; research that directly informs the work of educational leaders
Taylor N. Allbright is a PhD candidate in Urban Education Policy at the University of Southern California’s Rossier School of Education. Her research uses rigorous qualitative case study methods to explore efforts to further educational equity in K-12 schools. Her work investigates how leaders design and implement policies with equity goals, the enactment of policies intended to mitigate racial inequity, and the politics and process of educational policy change. She also seeks to bridge research, policy, and practice with scholarship that directly informs the work of educational leaders. Prior to pursuing a doctoral degree, Taylor taught high school English and Ethnic Studies in California's Bay Area.
Research Assistant, Rossier School of Education, University of Southern California (2015-present)
Teacher, Leadership Public Schools Hayward (2010-2015)
Co-Producer, Miss Representation (2008-2009)
Honors and Awards:
David L. Clark National Graduate Research Seminar in Educational Administration and Policy. University Council for Educational Administration (UCEA), American Educational Research Association (AERA) Divisions A and L, and SAGE Publications. (2019)
Award for Excellence in Teaching, Rossier School of Education, University of Southern California. (2017)
- Marsh, J.A., Hall, M., Allbright, T.N., Tobben, L., Mulfinger, L., Kennedy, K., Daramola, E.J. (2018). Taking stock of stakeholder engagement in California’s Local Control Funding Formula: What can we learn from the past four years to guide next steps? Stanford, CA: Policy Analysis for California Education.
- Allbright, T. N., Marsh, J. A., Hall, M., Tobben, L., Picus, L. O., & Lavadenz, M. (2018). Conceptualizing Equity in the Implementation of California Education Finance Reform. American Journal of Education. Advance online publication.
- Marsh, J.A., McKibben, S., Hough, H., Hall, M., Allbright, T.N., Matewos, A.M., & Siqueira, C. (2018). Enacting Social-Emotional Learning Practices and Supports Employed in CORE Districts and Schools. Stanford, CA: Policy Analysis for California Education.
- Sinatra, G. M., Mukhopadhyay, A., Allbright, T. N., Marsh, J. A., & Polikoff, M. S. (2017). Speedometry: A vehicle for promoting interest and engagement through integrated STEM instruction. The Journal of Educational Research, 110(3), 308–316.
- Marsh, J.,A. Bush-Mecenas, S., Hough, H.J., Park, V., Allbright, T.N., Hall, M., & Glover, H. (2016). At the forefront of the new accountability era: Early implementation findings from the CORE waiver districts. Stanford, CA: Policy Analysis for California Education.