After years of painful budget cuts, new revenues will begin to flow to California school districts in 2014. Thanks to the voters’ approval of Proposition 30 and the adoption of the Local Control Funding Formula (LCFF), nearly all districts can expect budget increases over the next several years. Districts that educate the most challenging students will see the largest gains. When the LCFF is fully implemented many schools and districts will receive 50 to 75 percent more revenue per pupil than they do now.
The implementation of the Local Control Funding Formula presents local education leaders with the power and flexibility to use resources in new and different ways. Taking full advantage of this opportunity requires leaders to adopt budgeting practices that highlight the tradeoffs among system goals and facilitate the reallocation of scarce resources to support their top priorities. In this brief Mark Murphy reviews the experiences of three California school districts with budget tools that increase their ability to meet their students’ needs.
The typical image of California is one of coastal cities and urban centers. But this picture leaves out much of the state and many of its residents. For large numbers of policymakers, foundations, and education leaders, these parts of our large and diverse state are “invisible.” Over the past two decades, however, these communities have emerged as some of the fastest growing and neediest parts of our state.
This article seeks to deepen our understanding of the nature and quality of democratic participation in educational reform by examining the first-year implementation of California’s Local Control Funding Formula (LCFF) mandating civic engagement in district decision-making. Drawing on democratic theory, empirical literature, and data from 10 districts, we find that even when district leaders committed to involving stakeholders in decision-making, achieving this vision was often constrained by power imbalances, deeply engrained institutional habits, and limited capacity.
California’s Local Control Funding Formula (LCFF) requires districts to report multiple measures of student performance that reflect success in the goal of preparing students for college, career, and citizenship. As they engage in the Local Control Accountability Plan (LCAP) process, they are expected to use state and local indicator data from California’s School Dashboard to monitor student progress.
In August 2010, the California State Board of Education adopted the Common Core State Standards (CCSS). Three years later, the president of the State Board, Dr. Michael Kirst, noted that CCSS “changes almost everything,” including what teachers teach, how they teach, and what students are expected to learn (Kirst, 2013). Echoing his sentiments, Dr.
California’s education system is highly fragmented. K-12 schools, community colleges, and the two university systems (CSU and UC) operate under entirely separate governance structures, and rely on distinct sources of funding. As a result these different "segments" of the education system generally operate independently of one another, developing policies and practices to serve their own students with little or no effort to consult with other segments. In fact, however, addressing many of the educational issues that face our state successfully will require action by more than one segment.
This report seeks to help policymakers and others better understand ways in which LCFF implementation is changing fundamental aspects of resource allocation and governance in California’s K-12 education system. The LCFF provides all districts with base funding plus supplemental and concentration grants for low-income students, English learners, and foster youth.
This report and accompanying policy brief show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from California's CORE districts, we show that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators.
California’s alternative education options for youth vulnerable to dropping out of school have been established at different historical points and for different student age and target populations. For purposes of this brief, we define an “alternative school” as belonging to one of six legislatively authorized types of public (non-charter) schools that meet the definitions of the Alternative School Accountability Model (ASAM). These schools are operated by different local agencies – school districts, county school boards, or juvenile justice agencies and the courts –and governed by overlapping and sometimes legislatively superseded or otherwise inoperative portions of the state Education Code. Currently, the California Department of Education (CDE) is considering the development of a new accountability system for alternative schools that aligns with Local Control Accountability Plans (LCAP) for all public schools.