2. LCFF in the Making
Local Control Funding Formula (LCFF) was four decades in the making
Substantive research, policy development, and legislative attempts
over the last decade
A diverse coalition of education, equity, business, parent and civic
leaders, in concert with the Governor’s leadership, made LCFF a
reality in 2013
3. What does LCFF mean for school funding?
Historic investment in high need students: $10 billion once LCFF
is fully implemented
LCFF addressed part of the school funding problem:
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Now we know how schools are funded by the state
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Local communities will have greater control over what to invest in
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We still need to invest more in public education: California is 49th in the nation
in our investment
4. Why Early Learning Programs?
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Evidence: There is sound research and the impact data is
compelling
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Resources: There are local and statewide partners that can support
your efforts on multiple fronts
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Locally Driven: Programs can be tailored to your local context and
strategic investments are now more possible
6. What student outcomes are driving
your local conversation?
Putting kids at the center of planning and budgeting:
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Are there specific student outcomes for all students, and/or subgroups of
students, that have become an area of focus for the district and
community?
7. Early learning is a strategic support to
schools
ELD research shows proven impact on at least 4 of
the state’s priority areas:
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Student achievement
Student engagement (e.g. school attendance)
School climate (e.g. suspension/expulsion, school
connectedness)
Parent Involvement
8. Examples of compelling research
Student Achievement:
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Less likely to be placed in special education
Increased on time grade completion
Increased high school graduation rates
Low-income, dual language learners benefit as much as, and
in some cases more than, their native speaker counterparts
from quality early learning programs
Programs for teen parents, like Cal-SAFE, show higher
graduation rates (73% vs. 30%)
9. Examples of compelling research
Student Engagement/School Climate:
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Improved social-emotional competency, such as improved selfregulation, self-esteem, motivation to solve problems, complete
tasks, and improve their own abilities.
Parent Involvement:
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Programs with a parenting focus model positive interactions and
provide opportunities to offer feedback.
These approaches augment the effects of early learning programs
on children’s skill development because they translate into
more, ongoing support for children at home.
11. Partners throughout the state to support
children 0-5
• Existing early learning programs throughout California, but
significant unmet need.
• Groups and local stakeholders across California are
organizing to engage in LCFF planning efforts.
13. Landscape of 0-5 kids in your community
Partners can provide local context data:
• Supply of high quality early learning programs in your
community
• Impact of these programs on children’s outcomes
• Demand for programs in your community and unmet
need
14. Multi-year plans: A vision and strategic
thinking become more possible
Why a multi-year approach is important:
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LCFF changes the culture locally to
encourage long range planning
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The funding is being phased in gradually
based on available state funding
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A multi-year plan provides more opportunity to
think bigger and invest systematically in new
approaches
15. Multi-year plans: Develop a local
ELD vision
Coming together to meet the needs of
kids:
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What program approaches would most fit the
local need? (e.g. preschool, teen
parenting, home visiting)
How many children would be served?
Which student populations would be served?
What quality improvement efforts would be
put in place?
What resources would be necessary to
achieve the vision?
16. Multi-year plans: Identify the first strategic
investments
Building toward the vision:
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Based on the local context, what strategic investments
could be made this year or next to build toward the
vision?
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What strategic investments could be made in
year 2 and 3 to align with the Local Control and
Accountability Plan?
Examples:
If the district isn’t tracking how prepared children are for
kindergarten, provide teacher training to implement a
kindergarten readiness observation tool.
If there is a demand for full-day preschool but spaces are all
half-day, district could invest to expand to full-day in high-need
areas.
