Can the LCFF Improve Teaching and Learning for EL Students? A Review of the Emerging Research in California and Directions for Future Implementation

ABSTRACT

Unlike previous school finance policies, California’s new Local Control Funding Formula (LCFF) has the potential to more equitably distribute funding to public schools. Having only recently been implemented, the impact of this policy is still under examination. However, emerging research points to the shortcomings of the policy, including the lack of explicit focus on English learners (EL). Many of the limitations of the LCFF can be attributed to the lack of spending accountability and specific measurable outcomes in the Local Control Accountability Plan (LCAP). This article discusses remedies and recommendations for increased attention and accountability for EL students in future implementations of the LCFF and LCAP.

Additional information

Notes on contributors

Maria Estela Zarate

Maria Estela Zarate is Professor in the Department of Educational Leadership at California State University, Fullerton where she teaches future education leaders. Her research publications address the trajectory of immigrant students in US schools, including the connections between schools and families. In 2017, she co-edited a volume on educational interventions for migrant students. More recently, she has examined dual language programs, including state policy, and organization and leadership challenges in such programs.

Patricia Gàndara

Patricia Gàndara is Research Professor and Co-Director of the Civil Rights Project/Proyecto Derechos Civiles at UCLA. She is an elected fellow of the American Educational Research Association and recipient of the AERA Scholars of Color Distinguished Career Award. She is also an elected member of the National Academy of Education.