An Analysis of California's Local Control Accountability Plans Response to English Learners

• In Event: English Learners and Indigenous Education Policy: Community-Based Reform

Abstract

The purpose of this research was to review Local Control Accountability Plans (LCAPs) of a purposeful sampling of 29 school districts in California to determine the level of impact on English Learners (ELs). Reviewers used the “English Learner Research- Aligned LCAP Rubrics” to generate quantitative (rubric scores) and qualitative data statements. Findings and conclusions centered around six areas, including English Language Development (ELD) , Professional Development, Parents, EL Programs and Funding, and Outcomes. Results indicate reviewed LCAPs did not clearly show funding allocations related to EL services and programs, based on needs. The authors conclude that the state’s Year One LCAP design was inadequate to ascertain whether or not districts are planning for increased or improved services for ELs.

Authors

• Magaly Lavadenz, Loyola Marymount University

• Elvira Garcia Armas, Loyola Marymount University

• Laurie Olsen, Californian's Together