English learner (EL) students underperform when compared to their English-only peers. The purpose of this study was to demonstrate the importance of educational equity through the analysis of California educational policy as it relates to EL success. The relationship between identified actions outlined in the 2016-2017 Local Control Accountability Plans (LCAPs) and researched best practices shared in the literature review was studied. The significance of this relationship was especially important based on Local Educational Areas (LEAs) receiving additional Supplemental and Concentration grant funds for unduplicated student success. This study employed qualitative research design while reviewing 100 LCAP documents. A conceptual framework guided the analysis that grouped research themes, reflected summarized knowledge from a literature review, and included the personal insights of the researcher. Three research questions were developed with a focus on direct services for EL students. The findings of this study suggest that the lack of specificity consistency with which LCAP actions were written make it largely difficult to determine, with certainty, the services that are provided to ELs. Recommendations include exploring ways to promote consistency through goal setting, measuring outcomes, and providing specific recommendations for educational leaders.