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School District Budgets 101

School districts in California receive operating income primarily from two sources: the State funded portion which is derived from the State’s general fund, and a locally funded portion, being the district’s share of the one percent general ad valorem tax levy authorized by the California Constitution.  As a result, decreases or deferrals in education funding by the State could significantly affect a school district’s revenues and operations.


From 1973-74 to 2012-13, California school districts operated under general purpose revenue limits established by the State Legislature.  In general, revenue limits were calculated for each school district by multiplying (1) the average daily attendance (“ADA”) for such district by (2) a base revenue limit per unit of ADA. The revenue limit calculations were adjusted annually in accordance with a number of factors designated primarily to provide cost of living increases and to equalize revenues among all California school districts of the same type. Funding of the District's revenue limit was provided by a mix of local property taxes and State apportionments of basic and equalization aid. Generally, the State apportionments amounted to the difference between the District's revenue limit and its local property tax revenues.


The fiscal year 2013-14 State budget package replaced the previous K-12 finance system with a new formula known as the Local Control Funding Formula (the “LCFF”).  Under the LCFF, revenue limits and most state categorical programs were eliminated. School districts instead receive funding based on the demographic profile of the students they serve and gain greater flexibility to use these funds to improve outcomes of students. The LCFF creates funding targets based on student characteristics. For school districts and charter schools, the LCFF funding targets consist of grade span-specific base grants plus supplemental and concentration grants that reflect student demographic factors.  The LCFF includes the following components:


• A base grant for each local education agency per unit of ADA, which varies with respect to different grade spans. The base grants will be adjusted upward each year to reflect cost-of-living increases. In addition, grades K-3 and 9-12 are subject to adjustments of 10.4% and 2.6%, respectively, to cover the costs of class size reduction in grades K-3 and the provision of career technical education in grades 9-12.


• A 20% supplemental grant for English learners, students from low-income families and foster youth to reflect increased costs associated with educating those students.


• An additional concentration grant of up to 50% of a local education agency’s base grant, based on the number of English learners, students from low-income families and foster youth served by the local agency that comprise more than 55% of enrollment.


• An economic recovery target to ensure that almost every local education agency receives at least their pre-recession funding level, adjusted for inflation, at full implementation of the LCFF.


The LCFF was implemented for fiscal year 2013-14 and was phased in gradually. Beginning in fiscal year 2013-14, an annual transition adjustment was required to be calculated for each school district, equal to each district’s proportionate share of the appropriations included in the State budget (based on the percentage of each district’s students who are low-income, English learners, and foster youth (“Targeted Students”), to close the gap between the prior-year funding level and the target allocation at full implementation of LCFF. In each year, districts will have the same proportion of their respective funding gaps closed, with dollar amounts varying depending on the size of a district’s funding gap.


Based on revenue projections, districts were to reach what is referred to as “full funding” in eight years, being fiscal year 2020-21.  This projection assumed that the State’s economy will improve each year; if the economy falters it could take longer to reach full funding. Full funding was attained two years earlier than projected. 


LCFF amounts for State school districts and charter schools based on grade levels and Targeted Students is shown below.


Base Grant Funding




Base Grant




Grade Span


18-19 Base

and Adjusted


K-3 $7193 $266 $766 $8235
4-6 $7301 $270 NA $7571
7-8 $7518 $278 NA $7796
9-12 $8712 $322 $235 $9269




Supplemental and Concentration Grant Funding



Grant Calculation

Supplemental Grant


For each grade span: Base Grant or

Adjusted Base Grant per ADA, times

total funded ADA, times Unduplicated

Pupil Percentage (UPP), times 20 percent.

Concentration Grant


For each grade span: Base Grant or

Adjusted Base Grant per ADA, times total

funded ADA, times portion (if any) of UPP 

that exceeds 55 percent, times 50 percent.


The Moraga School District’s Targeted Students account for approximately 3.8% of the District’s student population.


The new legislation included a “hold harmless” provision which provides that a district or charter school would maintain total revenue limit and categorical funding at least equal to its 2012-13 level, adjusted for changes in ADA or average daily attendance.  MSD’s average daily attendance is generally 97% of total enrollment.


The LCFF includes an accountability component.  Districts are required to increase or improve services for English language learners, low income, and foster youth students in proportion to supplemental and concentration grant funding received.  All school districts, county offices of education, and charter schools are required to develop and adopt local control and accountability plans (LCAP), which identify local goals in areas that are priorities for the State, including pupil achievement, parent engagement, and school climate. The MSD LCAP can be located on the homepage of the MSD website ( or HERE.


County superintendents review and provide support to the districts under their jurisdiction, and the Superintendent of Public Instruction performs a corresponding role for county offices of education. In addition, the 2013-14 Budget created the California Collaborative for Education Excellence to advise and assist school districts, county offices of education, and charter schools in achieving the goals identified in their plans. 


State law requires school districts to maintain a balanced budget in each fiscal year. The State Department of Education imposes a uniform budgeting and accounting format for school districts.

Under current law, a school district governing board must adopt and file with the county superintendent of schools a tentative budget by July 1 in each fiscal year. The District is under the jurisdiction of the Contra Costa County Superintendent of Schools (the "County Superintendent").


The County Superintendent must review and approve or disapprove the budget no later than August 15. The County Superintendent is required to examine the adopted budget for compliance with the standards and criteria adopted by the State Board of Trustees and identify technical corrections necessary to bring the budget into compliance with the established standards. If the budget is disapproved, it is returned to the District with recommendations for revision. The District is then required to revise the budget, hold a public hearing, adopt the revised budget and file it with the County Superintendent no later than September 8. Pursuant to State law, the County Superintendent has available various remedies by which to impose and enforce a budget that complies with State criteria, depending on the circumstances, if a budget is disapproved. After approval of an adopted budget, the school district's administration may submit budget revisions for governing board approval.


Subsequent to approval, the County Superintendent will monitor each district under its jurisdiction throughout the fiscal year pursuant to its adopted budget to determine on an ongoing basis if the district can meet its current or subsequent year financial obligations. If the County Superintendent determines that a district cannot meet its current or subsequent year obligations, the County Superintendent will notify the district's governing board of the determination and may then do either or both of the following: (a) assign a fiscal advisor to enable the district to meet those obligations or (b) if a study and recommendations are made and a district fails to take appropriate action to meet its financial obligations, the County Superintendent will so notify the State Superintendent of Public Instruction, and then may do any or all of the following for the remainder of the fiscal year: (i) request additional information regarding the district's budget and operations; (ii) after also consulting with the district's board, develop and impose revisions to the budget that will enable the district to meet its financial obligations; and (iii) stay or rescind any action inconsistent with such revisions. However, the County Superintendent may not abrogate any provision of a collective bargaining agreement that was entered into prior to the date upon which the County Superintendent assumed authority.


A State law adopted in 1991 ("A.B. 1200") imposed additional financial reporting requirements on school districts, and established guidelines for emergency State aid apportionments. Under the provisions of A.B. 1200, each school district is required to file interim certifications with the County Superintendent (on December 15, for the period ended October 31, and by mid-March for the period ended January 31) as to its ability to meet its financial obligations for the remainder of the then-current fiscal year and, based on current forecasts, for the subsequent fiscal year. The County Superintendent reviews the certification and issues either a positive, negative or qualified certification. 


Under the provisions of AB 1200, each school district is required to file interim certifications with the county office of education as to its ability to meet its financial obligations for the remainder of the current fiscal year and, based on current forecasts, for the subsequent two fiscal years. The county office of education reviews the certification and issues the following types of certifications:


•  Positive certification - the school district that will meet its financial obligations for the current fiscal year and subsequent two fiscal years.  


•   Negative certification - the school district will be unable to meet its financial obligations for the remainder of the fiscal year or subsequent fiscal year. 


•   Qualified certification - the school district may not meet its financial obligations for the current fiscal year or subsequent two fiscal years.


Under California law, any school district and office of education that has a qualified or negative certification in any fiscal year may not issue, in that fiscal year or in the next succeeding fiscal year, certificates of participation, tax anticipation notes, revenue bonds or any other debt instruments that do not require the approval of the voters of the district, unless the applicable county superintendent of schools determines that the district’s repayment of indebtedness is probable.


The past five years, each of the MSD’s adopted budgets have been approved by the County Superintendent and the District has received positive certifications on all of its interim reports.