Where Does the Money Go? Trends in Supporting California English Learners in District Local Control Accountability Plans

Autor/inn/en	Ojeda, Alejandro Gonzalez; Frey, Nancy; Fisher, Douglas; Lapp, Diane
Titel	Where Does the Money Go? Trends in Supporting California English Learners in District Local Control Accountability Plans
Quelle	In: Peabody Journal of Education, 94 (2019) 2, S.193-208 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2019.1598117
Schlagwörter	English Language Learners; School District Autonomy; Accountability; Funding Formulas; Educational Finance; Public Schools; Intervention; Student Improvement; Educational Objectives; Progress Monitoring; School Personnel; Curriculum; Instructional Improvement; School Counseling; Parent Participation; Educational Innovation; California + Suchen Sie Ihr Suchwort? School district; School districts; Autonomy; School autonomy; Schulautonomie; Verantwortung; Funding; Finanzierung; Bildungsfonds; Public school; Öffentliche Schule; Educational objective; Bildungsziel; Erziehungsziel; Schulpersonal; Curricula; Lehrplan; Rahmenplan; Unterrichtsqualität; School counselling; Pädagogische Beratung; Elternmitwirkung; Instructional innovation; Bildungsinnovation; Kalifornien
Abstract	In 2013, the Local Control Funding Formula (LCFF) was enacted to replace the previous California school finance system. The purpose was to stream various funding sources (e.g., basic revenues, categorical funds, block grants) such that districts could engage in comprehensive planning to support all students. Additional monies designated for English Learners, foster youth, and students living in poverty supplement district funding. We analyzed district Local Control Accountability Plans developed for the 2017-18 school year (n = 50) using qualitative document analysis. Seven coding categories emerged: EL status, personnel, curriculum, instruction, monitoring, counseling, and parent involvement. The second stage of our analysis was in identifying goals, supports, programs, and interventions for English Learners that fell within one of four divisions across two planes. The first is general versus specific, meaning that the approach was intended for all designated groups or for EL students alone. The second plane we used is conventional versus innovative approaches. We saw both conventional and innovative elements across each of the seven categories. Collectively, these findings highlight the strategic ways in which districts are committing to goals and actions in allocating LCFF funding to impact their English Learner populations in meaningful ways. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01