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Articles by Taylor N. Allbright
Women and ADHD
This article is all about research on women and ADHD. In this post, I'm going to be talking about cis women, though I think there's some relevant info here for anyone who has/has had female-coded hormonal profiles (estrogen, progesterone, menstruation, menopause, etc.) and/or anyone who has been socialized with culturally female gender roles. Here's the tl;dr before I dive in: Diagnosed ADHD is more common in boys than in girls, but it's about equal between adult men and women.
Durability and debate: how state-level policy actors frame school choice
Eupha Jeanne Daramola [1] ; Taylor N. Allbright [2] ; Julie A. Marsh [3] ; Huriya Jabbar [4] ; Kate E. Kennedy [5] [1] University of California, Santa Barbara [2] California State Polytechnic University, Pomona [3] University of Southern California [4] University of Texas at Austin [5] RAND Corporation Localización: Archivos Analíticos de Políticas Educativas=Education Policy Analysis Archives, ISSN-e 1068-2341, Vol. 31, Nº.
Durability and debate: How state-level policy actors frame school choice
Abstract 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.
Institutional Logics in Los Angeles Schools: Do Multiple Models Disrupt the Grammar of Schooling?
Abstract 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.
Tricks of the Trade: State Legislative Actions in School Finance Policy That Perpetuate Racial Disparities in the Post‐Brown Era
Abstract This article discusses the tricks of the trade that legislatures in formerly de jure segregated states might use to maintain racial funding disparities in existence before Brown and whether such ploys might be vulnerable to legal challenges. The first section provides an overview of modern school finance formulas and explains how legislatures in de jure segregated states might use state aid policies to produce racial funding disparities.
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