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
Equity-oriented policies in K-12 education, with a particular focus on racial equity. Policy areas of interest include finance, accountability, school choice, community engagement, social-emotional learning, instructional improvement.
Taylor N. Allbright is a PhD candidate in the Urban Education Policy program, with a concentration in K-12 policy, at the University of Southern California Rossier School of Education. She is advised by Dr. Julie Marsh. Her research draws on political, organizational, and sociocultural lenses to examine the design and implementation of equity-related policies in K-12 education. She uses qualitative case study methods and collaborates in mixed methods teams to explore policies with implicit or explicit goals of promoting equity, with a particular focus on issues of race. She received a B.A. in Political Science and Gender & Women’s Studies at the University of California Berkeley, and she earned a teaching credential and M.A. in Education from Mills College. Prior to pursuing a doctoral degree, Taylor was a high school English and Ethnic Studies teacher in Hayward, CA.
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:
Award for Excellence in Teaching in the Category of Urban Education Policy, University of Southern California (2017)
- Allbright, T. N., Marsh, J. A., Hall, M., Tobben, L., Picus, L. O., & Lavadenz, M. (in press). Conceptualizing Equity in the Implementation of California Education Finance Reform. American Journal of Education.
- 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.