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Equity driven local control and accountability plans: The English learner opportunity
Villanueva, Ernesto Delgado
Frey, NancyEscobedo, Francisco
The purpose of this study was to examine how school districts are utilizing supplemental and concentration funds under the Local Control Funding Formula (LCFF) to address the needs of English learners (ELs). Specifically, the study sought to identify how much supplemental and concentration funds districts are using to directly and intentionally service ELs. Furthermore, the study looked to identify the types of actions and services districts were providing to support ELs, as well as to document innovative practices found within the data. Data were captured through a document analysis of 19 Local Control and Accountability Plans (LCAPs) from the 2017-2018 school year. Five themes were identified through the review of the 485 actions included in the LCAPs. These themes included the following: most actions were identified as generally beneficial to support ELs with a small percentage designated as targeted towards ELs, supplemental and concentration funds were primarily used to support ELs via personnel, materials and supplies, and services and operating expenses. There was a range of interpretation on how districts used supplemental and concentration funds, many inconsistencies were found within the LCAPs in both content and format, and lastly, there was a lack of innovative actions towards ELs. Recommendations include increasing the number of targeted and innovative actions in LCAPs, as well as expanding the ongoing engagement of parent stakeholders throughout the school year. Furthermore, approaching the LCAP as a comprehensive strategic EL plan that emphasizes a research and standards-based approach will help foster coherence across all actions and expenditures.
San Diego State University
Doctor of Education (Ed.D.) San Diego State University, 2019
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