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Abstract

California’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. In this report, Lavadenz and colleagues use a sample of 26 California public school districts with high numbers/percentages of ELs, finding that although some progress has been made, public schools continue to miss the mark in detailing explicit support for ELs. Despite changes to the LCAP template and increased attempts by the state legislature to require additional transparency and accountability, districts still fall short of articulating metrics, goals, and actions to support ELs. There are seldom plans that include disaggregated EL data or accelerated growth targets for ELs. The authors highlight three districts with promising practices for EL and LTEL supports and provide recommendations at the state and district levels.

Publication Date

2025

Disciplines

Bilingual, Multilingual, and Multicultural Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Leadership

Recommended Citation for Full Report

Lavadenz, M., Gonzalez, R, Armas, E. G., O’Brien, G., Catron, H. & Estrada-Miller, J. (2025). Minding the Gap: How do new LCAP requirements address equity for English Learners? A review of the 2024-2027 Local Control and Accountability Plans (LCAPs). Californians Together | Center for Equity for English Learners, Loyola Marymount University. https://doi.org/10.64650/ceel.LCAP2025

Minding The Gap: How Do New LCAP Requirements Address Equity for English Learners?

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