Understanding Their Truths: English Language Learner Student Achievement Under California's Local Control Funding Formula Policy

• In Event: 21.060 - Fairmont Royal York Roundtable Session Two
  In Roundtable Session: 21.060-2 - Extending Mixed-Methods Research and Its Application to Schools

Abstract

This study attempted to establish a correlation between district policy, as set in districts' LCAP documents, and EL student achievement by using an explanatory sequential mixed-methods analysis to show that districts with specific, active, and detailed policies for increasing EL student achievement are more likely to achieve that goal. A quantitative analysis of 158 California school districts, identifying the two that increased EL student achievement-in two state reported metrics, "Percentage Redesignated Fluent English Proficient" (RFEP) and "Percentage Making English Growth Target" (EGT)-the most after implementation of the LCFF and LCAP funding paradigm (years 2011-2013 versus 2013-2016), and the two with the greatest decrease in EL student achievement for the same years.

Author

• Theresa A. Meyerott, University of California - San Diego