Study of New School Accountability Plans Shows Districts Not Focused on Needs of English Learners

May | 2015

Report on 1st Year of LCAP Calls for Stronger State Guidance, More Local Commitment to Research-based Approaches and Stronger Engagement With EL Families & Communities

 A new report that reviewed the Local Control Accountability Plans of 29 key school districts throughout the state, and the impact those LCAPs are having on English Learner students, was released today by Californians Together.

The report, titled “Falling Short on the Promise to English Learners, A New Report on Year One District Local Control Accountability Plans,” found that LCAPs tend to be characterized by woefully inadequate specificity and weak attention to how schools are meeting the various needs of English Learners.

Does Your Local Control Accountability Plan Deliver on the Promise of Improved or Increased Services for English Learners?

Mar | 2015

The intent of California’s Local Control Funding Formula (LCFF) is to give districts more flexibility with their state funding but at the same time to create a new school finance system that recognizes that students with specific demographic factors need greater support to address their academic needs and improve educational outcomes:  English Learners, low income students and foster youth.  As Governor Brown stated in January 2013, “Equal treatment for children in unequal situations is not justice”.  LCFF recognized that English Learners have additional academic needs requiring additional resources to “improve or increase services”.  LCFF was designed as a step towards a more equitable school finance system.

To provide guidance for LEAs in designing, funding and implementing programs for English Learners using LCFF appropriations, Californians Together, The California Association for Bilingual Education (CABE), Californian Rural Legal Assistance (CRLA), and the Center for Equity for English Learners (CEEL) developed a set of rubrics that address 10 focus areas with high impact on English Learners. …Read More.

Building a More Equitable and Participatory School System in California: The Local Control Funding Formula’s First Year

Feb | 2015

The new Ed Trust West report, Building a More Equitable and Participatory School System in California: The Local Control Funding Formula’s First Year, describes the ways in which districts and community stakeholders engaged with one another to develop plans for their LCFF dollars. The report also provides an analysis of first-year Local Control and Accountability Plans, or LCAPs, with an eye towards how transparently and effectively districts share these plans with the public, along with how they propose to invest in the success of low-income, English learner, and foster care students and recommendations to create a more participatory and fair school finance system.

Local Control Funding Formula and English Learners- Resources

Oct | 2013

The enactment of the Local Control Funding Formula (LCFF) provisions has created a new landscape for California school finance.  Much confusion exists about what the impact of LCFF is on district responsibilities regarding programs for English Learners (EL). In addition, California Rural Legal assistance (CRLA), California Association for Bilingual Education (CABE and Californians Together sent a letter to all district and county superintendents as a reminder of the continuing state and federal obligations with respect to both programs and funding of services of EL.  Download the full letter below and a power point to explain the content of the letter. Californians Together, CRLA, CABE and California Latino School Boards Association have been providing workshops for DELAC members and parent leaders across the state.  Below are resources from the training and tools that can be used with parents and educators.


Local Control Funding Formula

Sep | 2013

The Local Control Funding Formula (LCFF) is a new school finance system.  Schools no longer receive funding through the Economic Impact Aid for English learners.  There are many details to the new LCFF that not been determined and will be developed through regulations, template and rubrics to be adopted by the State Board of Education.  We will continue to add  new information and documents to this posting as they become available.  There is a need to ask questions, and be informed about this significant change in school funding in order to protect and advocate for “increased program and services” for English learners as required by the state statue.