In 2013, the California legislature passed a new school funding formula law. Local educational agencies, schools, and districts received monies with decision-making authority. The legislation sought to increase educational equity for African American, English Learners, Low income, Homeless and Foster youth. Politicians and stakeholders perceived this action as an intervention for eliminating educational disparities. The policy change was instituted to facilitate equitable funding for high need student groups; however, its colorblind, myopic conceptualization and implementation stagnated its momentum. This study focused on whether the Local Control Funding Formula (LCFF) and Local Control Accountability Plan (LCAP) addressed the needs of students it targeted for intervention. Using the qualitative research method of document analysis to answer the research questions, data was analyzed and coded to uncover patterns that indicate congruence between the LCFF, and the services spelled out in the LCAP. Results of the document analysis revealed that districts used mix approaches to address the needs of their underserved students. District’s vacillated between compliance and strategic planning in developing their LCAPs. This study revealed both an implicit and explicit intention to support diverse student populations. The LCFF, LCAP and California Dashboard continue the state's legacy of educational reform. However, examining previous educational reform movements can prepare us to address the common and diverse needs of students. Systemic capacity building is a prerequisite for realizing the promise of legislating educational equity and continuous improvement. Educational leaders must critically examine, dismantle, and rebuild institutional structures which perpetuate achievement and opportunity gaps among underserved populations.