Taylor N. Allbright

tallbright
Taylor N. Allbright
Assistant Professor, Educational Leadership Department,
California State Polytechnic University, Pomona

Taylor N. Allbright is a former assistant professor in the Educational Leadership Department at California State Polytechnic University, Pomona, where she conducted research on advancing equity in K–12 schools and taught courses on research methods, education policy, and dissertation writing. She was previously a graduate student research assistant at the USC Rossier School of Education, contributing to mixed-method and qualitative research projects on school finance reform, school choice, social-emotional learning, and district leadership. She was also a high school English and ethnic studies teacher at Leadership Public Schools in the Bay Area, where she facilitated a youth participatory action research team and served as an instructional coach for new teachers. Allbright earned her MA in education from Mills College and a PhD in urban education policy from the University of Southern California.

updated 2025

Contributing topics
Continuous school improvement & support
Education finance
Educational governance & policy
Educator workforce & effectiveness
Supporting students’ social-emotional, mental & physical health
Understanding, measuring & improving student outcomes
Contributing initiatives
CORE-PACE Research Partnership
COVID-19 Recovery
LCFF Research Collaborative
PACE/USC Rossier Voter Poll
Taylor N. Allbright in the Media
: How Schools Can Help Children Recover from COVID Closures
: Common Strategies of 7 ‘Positive Outlier’ Districts in California
: Supporting the Whole Child: Practice, Policy, and Measurement
: AERA: Early Results in California’s CORE Districts Give Lessons for ESSA
Publications by Taylor N. Allbright
Conceptualizing Equity in the Implementation of California Education Finance Reform
Conceptualizing Equity in the Implementation of California Education Finance Reform
This article uses case studies to explore how district administrators' conceptions of equity relate to finance reform implementation. The authors identify two conceptions of equity: greater resources for students with greater needs, and equal…
Engaging District, School, and Teacher Leaders in Improvement
California’s shift towards continuous improvement in education makes understanding how districts and schools can learn to improve a more pressing question than ever. The CORE Improvement Community (CIC), a network of California school…
Enacting Social-Emotional Learning
Practices and Supports Employed in CORE Districts and Schools
This study explores ten "outlier schools" in California's CORE districts that have strong social-emotional learning outcomes. The brief and infographic summarize the various practices found in these schools and the common implementation challenges…
At the Forefront of the New Accountability Era: Early Implementation Findings from the CORE Waiver Districts
At the Forefront of the New Accountability Era
Early Implementation Findings from the CORE Waiver Districts
The Local Control and Accountability Plan (LCAP) in California and the federal Every Student Succeeds Act (ESSA) encourage local control in school accountability. The CORE waiver districts have implemented an innovative measurement system and…