Assistant Professor of Educational Leadership



Taylor N. Allbright, PhD, is an Assistant Professor in the Educational Leadership Department at California State Polytechnic University, Pomona. Dr. Allbright's teaching and scholarship are grounded in a passion for advancing equity within and through education. As a teacher, she supports educational leaders in Cal Poly Pomona's social justice-focused EdD program. Dr. Allbright's research explores efforts to further educational equity in K-12 schools, investigating 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. Dr. Allbright earned her PhD in Urban Education Policy from the University of Southern California Rossier School of Education.




September 2019

Hawthorne School District is one of seven districts studied by researchers at the Learning Policy Institute in the mixed methods Positive Outliers study, which sought to learn from positive outlier districts in which African American, Latino/a, and White students did better than predicted on California’s math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study describes the critical practices and policies within HSD that have promoted student learning. Through an analysis of interviews and documents, this case study describes four key factors that participants described as central to the district’s success: a climate of respect, trust and strong relationships; stable district leadership; intentional building of capacity and buy-in for Common Core; and consistent instructional support.

June 2019

There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students.

March 2019

In this brief, we update previous research on the implementation of California’s Local Control Funding Formula (LCFF) with the results from a 2019 poll of California voters. Results show that while public awareness of the LCFF has increased, more than half of voters remain unfamiliar with this state finance and accountability policy. However, voter support for the policy remains high, though it has decreased since last year. Participation in LCFF engagement has increased, but remains low, despite a majority of voters reporting desire to be involved in decisions about local education. Finally, reports of awareness, participation, interest, capacity, and trust are higher among high-income voters relative to low-income voters, raising questions about the extent to which low-income communities are meaningfully engaged in the LCFF.

February 2019

We examine how district administrators’ conceptions of equity relate to the implementation of finance reform. We use sensemaking theory and four views of equity—libertarian, liberal, democratic liberal, and transformative—to guide a case study of two districts, finding evidence of two conceptions of equity: (1) greater resources for students with greater needs and (2) equal distribution of resources for all students. One district demonstrated an organization-wide belief in the first conception, whereas the other conveyed individual-level understandings of both conceptions. These beliefs were mirrored in resource allocation decisions and informed by districts’ student demographics, organizational identities, and perceptions of adequacy.



This EdD course aims to prepare students to design and conduct qualitative research regarding problems of practice in educational leadership. In particular, the purpose of this course is to support students in developing key methodological skills needed for their doctoral dissertations. While the main emphasis of this course is on qualitative research, we also touch on mixed-method designs.

The purpose of this EdD course is to prepare educational leaders to advance equity and social justice in education—both as scholars and as practitioners. To allow for in-depth exploration of one dimension of the equity conversation, course readings will foreground issues of racial equity, though we will also examine intersecting dynamics such as class, gender, language, sexuality, and ability. In the latter half of the course, we will turn to ways that practitioners might advance social justice, exploring prominent leadership frameworks and examining specific concerns and strategies regarding educational equity.

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©2019 by Taylor Allbright