Budgets Are Equity Decisions Where Leaders Can Move the Needle for Multilingual Learners

As California districts make essential instructional materials decisions for Math and ELA, it is easy to view these choices through the narrow lens of budget line items. However, as I recently stated in a Capitol Weekly op-ed, these are equity decisions that directly impact student outcomes. 

California has built a robust, equity-focused funding landscape. California invests over $100 billion annually in K–12 education through Proposition 98, reflecting a strong commitment to MLL success, with the state investing approximately $1,200 more per student for English Learners than non-ELs.

MLLs generate significantly more funding for their districts through supplemental and concentration grants. These resources are not meant to disappear into a general fund; they must be used to increase or improve services for the EL students who generate them, as demonstrated in the Local Control Accountability Plan (LCAP).  Adoption and implementation of high-quality, research-backed instructional materials are primary vehicles for this investment and can determine whether a student has access to quality instruction to succeed.

The Essential Funding Landscape‍

To maximize these investments, leaders can move from a compliance mindset to one of "strategic braiding." This means combining different funding streams, such as LCFF, Title III, and one-time grants, to support a strategic vision for MLLs.  Braiding funds can create a comprehensive support system that reaches further and lasts longer than any single grant cycle.

Leaders can leverage several ongoing and time-bound fund streams to support this work:

Turning Resources into Results: The Questions Leaders Must Ask

Having the funds is only the first step. To move from a compliance mindset to an equity mindset, leaders must look at these specific resource opportunities to maximize their impact. District and county budget experts can help ensure alignment and direction to maximize various funding streams to support ELs. Examples can include:

1. Maximize Federal and LCFF Core Investments
   
   • Your LCFF supplemental and concentration funds are designed specifically to increase and improve services for multilingual learners and other high‑need students. Similarly, strategic alignment across Title streams maximizes your federal investment:
   • Title III: This allocation is dedicated strictly to EL success. Professional learning, curriculum implementation, and family engagement support are direct, allowable uses of Title III funds designed to translate federal investment into measurable language development.
   • Title I & II: Title I funds evidence-based instructional supports and EL-targeted coaching, while Title II supports professional learning in integrated and designated ELD. By understanding these allocations, you can build a coherent program that eliminates duplication.
2. Leverage State Grants and Prop 98 Guarantees
   
   • Recent Proposition 98 budgets have included significant investments in literacy, early screening, and English Learner support. Now is the time to build sustainable programs and build staff capacity that will outlast one-time funding by embedding strong instructional practices into your district culture.
   • The California Community Schools Partnership Program (CCSPP) is also designed for the exact work many districts are already doing addressing whole student needs. CCSPP grants prioritize districts serving high concentrations of English Learners and can fund teacher coaching and integrated services. 
3. Utilize Regional Infrastructure
   
   • Don't overlook regional or COE technical assistance hubs and consortium structures supported through programs like CCSPP and consortium structures. These create opportunities to build teacher and leadership capacity across multiple schools and districts simultaneously. 

Best Practices for Strategic Braiding  

Districts can combine multiple funding streams, including LCFF, Titles I/II/III, ELO-P, state literacy grants, CCSPP, and newcomer funds, to ensure adoption and implementation of high-quality instructional materials are responsive to MLL needs, provided they follow these three principles:

• Document Everything: Ensure activities are clearly documented in your LCAP, site plans, and Title III Federal Addendum.
• Supplement, Not Supplant: Respect the requirement that state and federal funds must add to, not replace, core instructional services.
• Align for Coherence: Align all investments to the English Learner Roadmap and/or CA Math Framework to ensure that a quality math or language arts curriculum inclusive of MLLs is part of a coherent instructional system. 

Call to Action: Three-Steps for Leaders

To turn these resources into results, it is not enough to fund a one-time program. Success for MLLs must be a priority throughout the entire system. We urge leaders to take the following steps:

1. Intentionally create an instructional vision of success for MLLs. Support for multilingual learners must be explicitly reflected in your leadership vision and instructional priorities, not treated as an "add-on".
2. Align budgets to that vision. Ensure your financial resources, specifically your LCAP, are directed toward closing achievement gaps and sustaining MLL initiatives.
3. Ensure system-wide coherence and accountability. Apply your vision across all systems, from professional development to materials adoption, to create a supported path to success for every MLL.

You Are Not Alone

Districts are not alone in this work. Examples such as Fresno and Orange counties illustrate how systems can align funding and instruction to better support multilingual learners. 

Many organizations offer the professional learning and implementation support necessary to translate these dollars into measurable student outcomes. Whether it is using Title II funds for teacher capacity-building or leveraging CCSPP grants for culturally responsive materials, the funding district leaders can tap into is available to make equity a reality in every classroom.

Now is the time to ensure every student, regardless of the language they speak at home, has the high-quality instructional materials they deserve. Reach out to learn how we can help you align your funding to your vision for MLL student success.