Education Week - Navigating the Ed-Tech Marketplace - S18

MARKET SEGMENTS
Tools for Managing Schools
Face Stagnant Purchasing
BY BENJAMIN HEROLD
T
in millions
600
500
400
300
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100
0
$89
CENTRAL
OFFICE
DATA IT
SIS/CLASS
SCHEDULE
SOURCE: Software & Information Industry Association
S18 | NAVIGATING THE ED-TECH MARKETPLACE
EDUCATION WEEK * June 11, 2014
> www.edweek.org/go/edtechmarket
CONTENT
MANAGEMENT
he market for technology
tools that
help power districts'
administrative and
operational functions
has lagged, although
some observers predict
a rebound in the
near future.
"Enterprise and
back-end systems have to be maintained.
That can't be delayed much longer," said Denise
Atkinson-Shorey, the ceo of ed-tech consulting
firm e-Luminosity and the leading
researcher behind a 2014 survey of district
informational-technology leaders.
That report, commissioned by the Washington-based
Consortium for School Networking,
or cosn, along with a 2013 survey
of the U.S educational technology market
conducted by the Software & Information
Industry Association, or siia, a trade group
also based in Washington, highlight the recent
stagnation in the administrative-tools
market for K-12 schools.
Sellers of technology systems for services
such as accounting, human resources, and
student-information management reported
a nearly one-third drop in revenue during
the 2011-12 school year, the most recent for
which data are available.
"I was shocked," said John Richards, the
president of Newtown, Mass.-based Consulting
Services for Education and the author of
the siia report.
Tight state and district budgets are likely
one big contributing factor: In the cosn survey,
more than half of district it leaders report
not having sufficient funding to invest
in new technology assets, and more than
two-thirds report that delaying replacement
of existing technology systems is their
primary strategy for overcoming budget
shortfalls.
Experts also believe school officials are
concerned about making too many changes
too quickly: With new academic standards,
new assessments, and new classroom technologies
already stressing school systems'
capacity, many districts are likely hesitant
to take on a high-stakes overhaul of their
financial-management systems, they say.
And many districts may also be waiting
out a shifting market. Both makers of legacy
systems and smaller startup companies are
still attempting to address the biggest backend
challenge districts face-how to securely
integrate a wide variety of educational data
across multiple systems, departments, and
functions.
"I think a lot of districts are saying, 'Let's
step back and better understand where
things are going,' " said Mark Scheiderman,
siia's senior director of education policy.
Sticking With What Works
Michael A. Jamerson, the director of technology
for Indiana's 11,400-student Bartholomew
Consolidated School Corporation,
said his district is content to keep its decadeold
human-resources and financial systems
in place.
ADMINISTRATIVE TECHNOLOGIES
Sellers of technology services for administrative tasks such
as human resource management, data storage and analysis,
and student information systems are facing shifting market
demands, according to extrapolated data on the market.
$484
$421
$204
and New York City-based Pearson.
"We try to make technology part of our operations
dna," Mr. Isquierdo said. "To really
be tech-proficient, you need more current
products."
The advantages of the new system, the
superintendent said, include more "interchangeability,"
greater opportunities to
integrate with other systems, and more
real-time data for use in administrative
decisions. In the Sunnyside district, PowerSchool
will become a key part of everyair,
such as the online common-core-aligned
assessments to be administered next year,
the Federal Communications Commission's
planned overhaul of the federal E-rate program
for subsidizing telecommunications
purchases, and dozens of pieces of pending
state legislation related to student-data privacy.
"Anything
that's not tied directly to the
classroom hasn't been getting funded for the
past few years," Ms. Atkinson-Shorey said.
"That can't happen forever." n
"They've been through several version upgrades,
and they continue to work well for us
and meet our needs," he said.
Districts' purchasing cycles for back-end
services are much longer than those for instructional
services, Mr. Jamerson said, and
their needs around services such as payroll
or document imaging haven't changed
nearly as rapidly as their needs for new
classroom technologies.
That's been especially true in recent years,
as digital learning materials and online assessments
have evolved at breakneck speed.
While revenue from digital content grew
by about 20 percent from 2010-11 to 201112,
district spending on central-office tools
(not counting student-information, contentmanagement,
or data it systems) reported
by those vendors surveyed in the siia report
dropped from $63 million to just $18 million.
Mr. Richards of Consulting Services for
Education predicted, however, that classroom-technology
spending will soon carry
over to districts' back-end operations.
"You can't do [online assessments or alldigital
content] without a modern studentinformation
system or modern database
resources," he said. "The new emphasis on
data-driven decisionmaking means you have
to have the software that allows you to do it."
That's been the trajectory followed by the
17,000-student Sunnyside Unified district,
near Tucson, Ariz. Most students there have
had their own laptops for the past three or
four years, and Sunnyside has made major
investments in digital curriculum, said
Superintendent Manuel S. Isquierdo. As a
result, he said, "we wanted an sis that was
more interactive, more robust, and more
comprehensive."
After 10 years using a product from the
Blaine, Minn.-based company Infinite
Campus, the Sunnyside district recently
switched to PowerSchool, made by Londonthing
from instructional decisionmaking to
teacher observations, in addition to its administrative
functions, Mr. Isquierdo said.
New Tools Emerging
Newer back-end technology tools -especially
those that make academic, administrative,
and operational data easily accessible
and decipherable-are also starting to
draw the attention of school officials.
In addition to purchasing Pearson's PowerSchool,
for example, the Sunnyside district
also recently adopted a new geovisual-analytics
software tool from GuideK12, a 25-year-old
Eagen, Minn.-based company that overhauled
its education offerings two years ago.
ceo Charles P. Amos said he has recently
seen growing interest from districts looking
for help redrawing school boundaries, managing
facilities, planning for emergencies,
and more.
"Heretofore, information was available
somewhere, just not at the fingertips of key
decisionmakers," Mr. Amos said. "Our approach
is really to put a visual tool in the
hands of administrators who aren't [geographic
information system] experts."
That's appealing to many district leaders,
said Mr. Schneiderman of siia. But for the
most part, he said, the tools and apps being
developed by startups and smaller companies
such as GuideK12 might fill an important
niche, rather than comprehensively
meet districts' ultimate back-end needs.
"They are generally not enterprise-level
tools. They're generally not set up for systemlevel
analytics. And they're generally not designed
to export data back into other systems
or other vendors," Mr. Schneiderman said.
Sooner, rather than later, more districts
will be forced to plunk their money down on
solutions, even if imperfect, Ms. AtkinsonShorey
of e-Luminosity said.
But exactly where those dollars will go
will ultimately be determined in large part
by contextual factors that remain up in the
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Education Week - Navigating the Ed-Tech Marketplace

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https://www.nxtbookmedia.com