A Review of the 2024–2027 Local Control and Accountability Plans (LCAPs)
By: Magaly Lavadenz, Ph.D., Raquel Gonzalez, Ph.D., Elvira G. Armas, Ed.D., Gisela O’Brien, Ph.D., Hannah Catron, M.A., and Jeimee Estrada-Miller, Ph.D., M.P.P.
Published by: Center for Equity for English Learners (CEEL) at Loyola Marymount University & Californians Together
About the Report
Since 2015, the Center for Equity for English Learners (CEEL) and Californians Together have conducted multi-year reviews of Local Control and Accountability Plans (LCAPs) to examine how effectively California’s school districts are advancing equity for English Learners (ELs).
The 2024–2027 analysis focuses on 26 districts with the largest numbers—or highest percentages—of English Learners to understand how new LCAP requirements are influencing equity, accountability, and support for EL students statewide.
Key Findings
- Generic Plans, Limited Evidence of Exemplary Practice:
Nearly half of rubric ratings were Weak and only 4% Exemplary. Most districts list programs and strategies without showing coherence or evidence of impact on EL outcomes. - Educational Partners Engagement Without Differentiated Goals and Actions:
While districts increasingly engage families and partners, fewer than half translate this into differentiated EL goals or actions. - Few Differentiated Growth Targets:
Only half of districts set subgroup-specific goals for ELs; even fewer applied them across metrics. Without accelerated targets, achievement gaps persist. - Limited Support for Long-Term English Learners (LTELs):
Most mention LTEL supports like interventions or professional development, but only one district included a specific LTEL goal. The new Dashboard data highlighting LTEL outcomes may improve future accountability.
Key Recommendations
For State-Level
- Disaggregate Data: Require EL, LTEL, and subgroup data in the Dashboard and LCAP templates for targeted monitoring.
- Strengthen Oversight: Update County Office of Education (COE) LCAP Approval Manual and Differentiated Assistance processes to require subgroup-specific metrics and goals.
- Sustain and Expand Professional Learning: Continue EL-focused programs beyond 2026 Educator Workforce Investment Grant: Effective Language Acquisition Programs and align future cycles with LCAP planning.
- Enhance Support Systems: Strengthen the role of the California Collaborative for Educational Excellence (CCEE) to clearly align with implementation of the California English Learner Roadmap.
- Strengthen State Guidance: provide exemplars, models, and resources that demonstrate how LCAPs can function as tools for equity-driven strategic planning.
- Standardize LTEL Definition: Include the number of years and limited or stagnant progress and address students “At Risk” of becoming LTELs (AR-LTELs) in state templates.
For District-Level
- Set differentiated growth targets for ELs, newcomers, Dual Language Learners (DLLs)s, AR-LTELs, and LTELs distinct from all student targets.
- Include LTEL-specific goals or actions within EL-focused objectives to accelerate gap closure.
- Implement evidence-based strategies and professional learning tied to those goals.
- Leverage technical assistance and model practices from County Offices of Education, California Collaborative for Educational Excellence, regional English Learner consultants, and other districts.
Conclusion
Despite policy improvements and stronger templates, most districts still miss opportunities to use the LCAP as a true equity driver. Embedding best practices from the California English Learner Roadmap—coherent EL Master Plans, integrated ELD, and authentic family engagement—could transform LCAPs from compliance tools into meaningful equity blueprints for multilingual learners across California.