California’s education funding dramatically changed in 2013 with the Local Control Funding Formula or LCFF. Designed to provide more equitable and flexible school funding, LCFF redirected state resources to better support districts with high populations of low-income students, English learners, and foster youth. Administrators gained significant flexibility, allowing them to customize spending according to local needs, aiming to drive improved student outcomes. Now fully implemented, LCFF has reshaped funding priorities, district operations, and accountability frameworks throughout California schools.
Flexible Funding and Local Priorities
Before LCFF, California school funding was constrained by narrowly defined state grants. By shifting to a need-based, locally controlled approach, districts could strategically allocate resources to their unique challenges. Many districts prioritized investments in teachers and support staff, including salary increases to reduce teacher turnover and lower class sizes. Smaller class sizes, particularly in early grades, correlate strongly with increased student achievement. Other districts chose to invest LCFF funds in long-term improvements, like technology upgrades and curriculum enhancements, empowering educators with better tools and resources to support student success.
LCFF’s flexibility also enabled targeted support for disadvantaged students. For example, districts implemented specific interventions such as literacy programs, targeted support for English learners, summer enrichment initiatives, and expanded mental health services. However, administrators continue to navigate the reality that increased operational expenses, such as pension obligations and special education costs, can absorb a significant portion of LCFF allocations.
Impact on Student Achievement and Equity
Research confirms that LCFF has positively impacted student achievement, especially in districts receiving substantial additional funding. Studies, including comprehensive Learning Policy Institute analyses, have shown measurable improvements in academic outcomes, graduation rates, and college readiness. Particularly promising were gains among high-need student groups, such as English learners and economically disadvantaged students. For instance, districts receiving supplemental grants observed nearly a full grade level improvement in math performance.
Yet, despite these successes, LCFF alone has not eliminated longstanding achievement gaps. While funding among districts has become more equitable, significant disparities still exist within the districts themselves. Some districts thinly spread supplemental funds across many schools rather than focusing specifically on schools with the highest need concentration. However, certain districts like Los Angeles Unified have addressed this issue by adopting targeted distribution methods such as the Student Equity Need Index, ensuring resources directly support students who require the most assistance.
Improved Planning and Accountability Practices
A central innovation of LCFF is the Local Control Accountability Plan (LCAP), a comprehensive three-year strategic plan updated annually. The LCAP links budget decisions directly to measurable student outcomes across various state priorities, including student achievement, engagement, and school climate. The LCAP process has shifted district planning to a more data-driven, outcome-oriented model, requiring administrators to clearly justify spending and demonstrate how it supports high-need students.
Moreover, LCFF mandates meaningful community and stakeholder engagement. Districts must actively involve parents, students, staff, and community members in developing their LCAP, typically through advisory committees and public meetings. Although genuine engagement remains a challenge for some districts, this process has notably increased transparency and accountability. Administrators also use tools like the California School Dashboard to track performance across multiple indicators, including chronic absenteeism, graduation rates, and academic progress. When student groups underperform, districts receive additional assistance, highlighting areas needing strategic intervention.
Preparing for Ongoing LCFF Implementation
As LCFF moves beyond its first decade, school districts face continuing opportunities and challenges. LCFF has undeniably advanced funding equity, channeling resources more effectively toward students with greater needs and demonstrably improving educational outcomes. Yet, administrators must remain vigilant in addressing ongoing challenges like internal resource allocation, administrative efficiency, and persistent achievement gaps exacerbated by the pandemic.
Moving forward, administrators should prioritize clear, transparent funding strategies to ensure supplemental and concentration funds directly impact high-need students. Efficiently managing LCAP processes, including stakeholder engagement and accountability reporting, is also crucial. Leveraging software solutions designed specifically for afterschool and supplemental program management can significantly ease these administrative burdens, freeing more resources for direct student services. Ultimately, by combining strategic resource management, focused interventions, and robust accountability practices, districts can fulfill LCFF’s original promise, ensuring equitable educational opportunities and improved outcomes for every student in California.
