LCFF requires districts to create annual goals in the LCAP and set expected annual measurable objectives (EAMOs) to monitor progress toward those goals. Progress must be based on identified metrics, which may be quantitative or qualitative. There are specific required elements for measuring progress within the eight priority areas. LEAs may also include a variety of locally determined metrics when creating their LCAP.

Metrics required for each LCFF State Priority are:

Priority 1: Basic Services

• Percentage of properly credentialed teachers.
• Student access to standards-aligned instructional materials.
• Facilities in good repair.

Priority 2: Implementation of State Standards

• Implementation of the academic content and performance standards adopted by the State Board.
• How the programs and services will enable English learners to access the CCSS and the ELD standards for purposes of gaining academic content knowledge and English language proficiency.

Priority 3: Parent Involvement

• Efforts the school district makes to seek parent input in making decisions for the school district and each individual school site.
• How the school district will promote parental participation in programs for unduplicated pupils.
• How the school district will promote parental participation in programs for individuals with exceptional needs.

Priority 4: Pupil Achievement

• Statewide assessments.
• The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University. (A-G completion rate).
• The percentage of pupils who have successfully completed courses that satisfy the requirements for career technical education sequences or programs of study that align with state board-approved career technical education standards and frameworks. (CTE completion rate)
• Percentage of pupils who have successfully completed A-G and CTE course requirements.
• Percentage of English learners making progress toward English proficiency as measured by state language proficiency assessment (e.g., English Learner Progress Indicator).
• English learner reclassification rate.
• Percentage who pass AP exam with score of 3 or higher.
• Participation and demonstration of college preparedness (e.g., EAP).
  

Priority 5: Pupil Engagement 

• School attendance rates.
• Chronic absenteeism rates.
• Middle school dropout rates.
• High school dropout rates.
• High school graduation rates.

Priority 6: School Climate

• Pupil suspension rates.
• Pupil expulsion rates.
• Other local measures, including survey of pupils, parents, and teachers on the sense of school safety and connectedness.

Priority 7: Course Access

• Broad course of study that includes all the subject areas described in 51210 and 51220(a)(i) as applicable.
• Programs and services developed and provided to unduplicated pupils.
• Programs and services developed and provided to students with exceptional needs.

Priority 8: Other Pupil Outcomes

• Pupil outcomes if available in the subject areas described in 51210 and 51220(a)(i) as applicable.

Priority 9: Expelled Pupils (Conditions of Learning)(COEs only)

• Coordination of instruction for expelled pupils pursuant to Education Code section 48926.

Priority 10: Foster Youth (Conditions of Learning) (COEs only)

• Coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring the transfer of health and education records.