Literaturnachweis - Detailanzeige
| Autor/in | Warren, Paul |
|---|---|
| Institution | Public Policy Institute of California |
| Titel | Strengthening Local K-12 Accountability: The Role of County Offices of Education |
| Quelle | (2016), (24 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary Secondary Education; Accountability; Counties; Public Agencies; School District Autonomy; Funding Formulas; Agency Role; Strategic Planning; Educational Improvement; Educational Finance; State Legislation; Technical Assistance; California |
| Abstract | The Local Control Funding Formula (LCFF), enacted in 2013, simplified the state's K-12 financial system and increased funding for low-income, English Learner, and foster care students. This is the second report examining the implementation of the LCFF. In 2015, the Public Policy Institute of California published "Implementing Local Accountability in California's Schools: The First Year of Planning," which concluded that most districts and county offices were working to satisfy the state's planning requirements. Recent changes to the funding and governance of California's schools give county offices of education (COEs) several important responsibilities. County offices are now charged with helping districts use their Local Control and Accountability Plans (LCAPs) to improve student performance--a critical part of the state's school improvement strategy. Among other duties, county offices provide technical assistance to support strategic planning at districts and will eventually work with districts that fail to meet state performance expectations. This report examines the new role of county offices and offers recommendations to strengthen the LCAP process. In general, county superintendents think the Local Control Funding Formula (LCFF)--the 2013 law that established this new financial and accountability system--is working as intended. Yet there is an undercurrent of concern about the quality and impact of district plans. A few districts have responded to LCFF by complying with state requirements without using the planning process as an opportunity to try and improve student outcomes. Districts report that county offices have provided useful guidance thus far, but vary in their assessment of COE capacity to offer more substantial assistance in the future. It was found that some county offices are more willing than others to provide feedback to districts on the effectiveness of their plans. Indeed, some county offices have a compliance mindset regarding their new responsibilities. The report begins with background on county offices of education. Followed by survey data from county superintendents, as well as findings from interviews of county and district staff, regarding the LCAP review process. The next section looks at the LCFF provisions that trigger local or state assistance due to insufficient progress. The report concludes with recommendations to strengthen oversight of district LCAPs and increase support for struggling districts. The technical appendices, which can be found on the Public Policy Institute of California website, provide a detailed description of the data collection methods for this research, including a copy of the survey and county superintendents' responses. [For the first report, "Implementing Local Accountability in California's Schools: The First Year of Planning," see ED561204.] (ERIC). |
| Anmerkungen | Public Policy Institute of California. 500 Washington Street Suite 800, San Francisco, CA 94111. Tel: 415-291-4400; Fax: 415-291-4401; Web site: http://www.ppic.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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