1,000 LCAPs later, let’s hope we learn something
July 9, 2014 | By Carrie Hahnel / commentary | No Comments
SOURCE: EDUCATION TRUST-WEST
Carrie Hahnel
As districts completed their first-ever Local Control and Accountability Plans this spring, the caveat “this is a learning year” became their oft-shared refrain. Now that more than 1,000 district LCAPs have been stamped as “approved” by their boards and sent off to county offices for review, what have we learned?
At The Education Trust–West, we have been collecting hundreds of LCAPs, with support from partner organizations across the state. These plans are now available to the public through the website LCAP Watch. In scrutinizing dozens of LCAPs, we’ve learned a few things about these first-year plans.
First, we’ve learned that the LCAP often presents an incomplete picture of a district’s plan. While advocates and community members expected a comprehensive plan that would connect a district’s academic plan to its budget, they have repeatedly been frustrated to find a document that falls short of this vision. Often, the LCAP only includes those services supported by Local Control Funding Formula (LCFF) dollars, and sometimes only a portion of funds.
Especially concerning to us, we’ve learned that it is difficult-to-impossible to tell what services have been increased or improved for high-need students.
One district’s parent advisory council, upon reviewing the plan, asked why only some school sites had social workers. The district responded that while each school has social workers, only some of those positions are funded by LCFF. In many other districts, investments in Common Core — technology and instructional materials, in particular — don’t show up in the LCAP, since those costs are covered by the $1.25 billion investment in Common Core the state made in 2013. When districts use the LCAP to document expenditures of a narrow pot of funds rather than treating it as a broad planning tool, it serves to create confusion, not transparency.
Second, we’ve learned that reading these plans requires patience and a fair bit of sleuthing. To understand how goals are connected to actions, the reader has to flip back and forth between two disconnected sections. To truly understand how all LCFF dollars are being spent, the intrepid reader may need to also pore through the district’s budget, board minutes, or other documents. For instance, some 1,000 LCAPs later, let’s hope we learn something | EdSource:
