Taylor N Allbright
Biographic Data
| ID | 5182007 |
|---|---|
| NAME | Taylor N Allbright |
| GIVEN NAMES | Taylor N |
| FAMILY NAME | Allbright |
| SIGNATURE | ALLBRIGHT T N |
| AFFILIATIONS | California State Polytechnic University |
| ORCID | 0000-0001-6539-6729 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
Durability and debate: How state-level policy actors frame school choice
School choice policies have become a prominent feature of K-12 education in recent decades, reflecting the broader institutionalization of market-based political ideology in education. In this qualitative multiple case study, we draw on framing theory and interviews with 57 state-level education policy actors to explore the nature of the continued debate over school choice in five U.S. states. We find five patterns of framing choice as beneficial…
“Are You Saying That We’re Racist?”: Comparing Normative, Political, and Technical Dimensions of Instructional and Disciplinary Policies
Background: In recent years, school districts have experienced a complex policy environment with myriad reforms aimed at addressing longstanding and historically entrenched disparities in opportunities and outcomes between racially minoritized students and White students. One such reform is standards-based accountability, with its emphasis on documenting and addressing racial disparities in testing outcomes. Recently, educators and lawmakers have…
Schools as Solutions, Students as Problems: A Critical Discourse Analysis of Institutional Scripts in High School Websites
Purpose: In this study, we used critical discourse analysis to examine what school websites convey about the expected roles of educators and students. Research Design: We analyzed 13 high school websites from a mid-sized urban district that has implemented several market-based reforms and has a centralized school choice model. We employed the concept of scripts from institutional theory to analyze what messages these websites communicate about th…
Policy Narratives of Accountability and Social-Emotional Learning
The paradigm of test-based accountability has been a dominant force for decades, yet some argue that we have recently witnessed a dramatic change in the key beliefs influencing educational policy. To understand the extent of this transformation, we investigated the policy narrative supporting the adoption of a multiple measure accountability system in California’s CORE Districts. Our data revealed a narrative integrating key beliefs about knowled…
Social Construction Is Racial Construction: Examining the Target Populations in School-Choice Policies
Our work demonstrates how racialized social constructions matter for equity in school-choice policy, with implications for local, state, and federal policy and for future research
The Process and Politics of Educational Governance Change in New Orleans, Los Angeles, and Denver
In recent years, some U.S. school districts have shifted away from direct management of schools, toward systems in which some or all schools operate under enhanced autonomy, accountability, and parental choice. Yet dynamics driving these changes are understudied, and there are few comparative studies of system-level governance shifts. To address these gaps, we use extensive qualitative data to analyze change in Los Angeles, Denver, and New Orlean…
Institutional Logics in Los Angeles Schools: Do Multiple Models Disrupt the Grammar of Schooling
The structure of US public education is changing. Rather than exclusive district management of schools with standardized programs, new types of systems have emerged. In the case of “portfolio” systems, advocates argue that choice, performance-based accountability, and autonomy challenge traditional schooling and foster a diversity of options for parents. Yet there is limited empirical evidence on these claims. Our mixed-methods study examines the…
Conceptualizing Equity in the Implementation of California Education Finance Reform
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 …
Institutional Logics in Los Angeles Schools: Do Multiple Models Disrupt the Grammar of Schooling
The structure of US public education is changing. Rather than exclusive district management of schools with standardized programs, new types of systems have emerged. In the case of “portfolio” systems, advocates argue that choice, performance-based accountability, and autonomy challenge traditional schooling and foster a diversity of options for parents. Yet there is limited empirical evidence on these claims. Our mixed-methods study examines the…
The Process and Politics of Educational Governance Change in New Orleans, Los Angeles, and Denver
In recent years, some U.S. school districts have shifted away from direct management of schools, toward systems in which some or all schools operate under enhanced autonomy, accountability, and parental choice. Yet dynamics driving these changes are understudied, and there are few comparative studies of system-level governance shifts. To address these gaps, we use extensive qualitative data to analyze change in Los Angeles, Denver, and New Orlean…
Social Construction Is Racial Construction: Examining the Target Populations in School-Choice Policies
Our work demonstrates how racialized social constructions matter for equity in school-choice policy, with implications for local, state, and federal policy and for future research
Conceptualizing Equity in the Implementation of California Education Finance Reform
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 …
Conceptualizing Equity in the Implementation of California Education Finance Reform
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 …
Institutional Logics in Los Angeles Schools: Do Multiple Models Disrupt the Grammar of Schooling
The structure of US public education is changing. Rather than exclusive district management of schools with standardized programs, new types of systems have emerged. In the case of “portfolio” systems, advocates argue that choice, performance-based accountability, and autonomy challenge traditional schooling and foster a diversity of options for parents. Yet there is limited empirical evidence on these claims. Our mixed-methods study examines the…
The Process and Politics of Educational Governance Change in New Orleans, Los Angeles, and Denver
In recent years, some U.S. school districts have shifted away from direct management of schools, toward systems in which some or all schools operate under enhanced autonomy, accountability, and parental choice. Yet dynamics driving these changes are understudied, and there are few comparative studies of system-level governance shifts. To address these gaps, we use extensive qualitative data to analyze change in Los Angeles, Denver, and New Orlean…
Policy Narratives of Accountability and Social-Emotional Learning
The paradigm of test-based accountability has been a dominant force for decades, yet some argue that we have recently witnessed a dramatic change in the key beliefs influencing educational policy. To understand the extent of this transformation, we investigated the policy narrative supporting the adoption of a multiple measure accountability system in California’s CORE Districts. Our data revealed a narrative integrating key beliefs about knowled…
Social Construction Is Racial Construction: Examining the Target Populations in School-Choice Policies
Our work demonstrates how racialized social constructions matter for equity in school-choice policy, with implications for local, state, and federal policy and for future research
Durability and debate: How state-level policy actors frame school choice
School choice policies have become a prominent feature of K-12 education in recent decades, reflecting the broader institutionalization of market-based political ideology in education. In this qualitative multiple case study, we draw on framing theory and interviews with 57 state-level education policy actors to explore the nature of the continued debate over school choice in five U.S. states. We find five patterns of framing choice as beneficial…
“Are You Saying That We’re Racist?”: Comparing Normative, Political, and Technical Dimensions of Instructional and Disciplinary Policies
Background: In recent years, school districts have experienced a complex policy environment with myriad reforms aimed at addressing longstanding and historically entrenched disparities in opportunities and outcomes between racially minoritized students and White students. One such reform is standards-based accountability, with its emphasis on documenting and addressing racial disparities in testing outcomes. Recently, educators and lawmakers have…
Schools as Solutions, Students as Problems: A Critical Discourse Analysis of Institutional Scripts in High School Websites
Purpose: In this study, we used critical discourse analysis to examine what school websites convey about the expected roles of educators and students. Research Design: We analyzed 13 high school websites from a mid-sized urban district that has implemented several market-based reforms and has a centralized school choice model. We employed the concept of scripts from institutional theory to analyze what messages these websites communicate about th…
Political science (8 works) · Public relations (8 works) · Sociology (8 works) · Public Administration (6 works) · Economics (5 works) · Accountability (4 works) · Educational Assessment and Improvement (4 works) · Law (4 works) · Pedagogy (4 works) · Public Administration (4 works)