MDR's EdNET Insight

Preview: The State of the K-12 Market 2011 report

Table of Contents Parts I, II, III, and IV
List of Figures and Tables

Part I: K-12 Education and the Education Industry

Chapter 1:	Introduction
	How to Use This Report
Chapter 2:	Methodologies
	National Surveys of Decision Makers Education and Industry Data
Chapter 3:	The K-12 Education Landscape
	The K-12 Universe
	Public Schools
	Public School Districts
	Trends in Student Enrollment
	Sources of Education Funding Tighter Times Ahead
	The Structure of Decision Making
Chapter 4:	The K-12 Education Market
	Taxonomy of the Market
	Estimates of School Expenditures
	Categories of Spending
Chapter 5:	Implications of National Education Initiatives
	National Education Policy Reauthorization of the Elementary and Secondary Education Act
	Common Core State Standards Rapid Adoption Implementation Process The Rush to Alignment Market Push Back With Common Standards in Place, Does a Common Curriculum Follow? Key Takeaways: Common Core State Standards
	A New Generation of Assessments The State Consortia Implementation and Challenges Common English Language Proficiency Test to Be Developed Key Takeaways: Common Core Assessments
Appendix A:	Data Tables
Appendix B:	Survey Materials

Part II: Educational Materials

Chapter 1:	Instructional Materials Market
	The Size of the Instructional Materials Market
	District Expenditures on Instructional Materials Instructional Budget Allocation The Outlook for District Budgets Impact of Budget Cutbacks Instructional Budget Outlook
Chapter 2:	Instructional Materials and Strategies
	Instructional Materials: What Do Districts Want? Instructional Initiatives Efficacy of Math and Reading Materials: Favorite Products
Chapter 3:	Basal and Supplemental Content
	Core Instructional Materials The Size of the Core Instructional Materials Market Leading Players Turbulent Adoption Market
	Supplemental Instructional Materials Size of Supplemental Materials Market Print Materials Manipulatives Analog Audio and Video Content Digital Audio and Video Content
	Analog and Digital Games Instructional Software, Online Services, and Mobile Applications
	Developments Affecting the Basal and Supplemental Content Market Blurring the Lines Between Basal and Supplemental Content The Transition to Digital Content The Pace of Change Quickens Delivering Digital Content to Classrooms Barriers to the Use of Digital Resources in Schools Key Takeaways: Digital Content
	Free Educational Resources The Appeal of Free Educational Resources Open Educational Resources (OER) District Plans to Adopt OER Key Takeaways: Free and Open Educational Resources
Chapter 4:	Reference Content
	Overview: Reference and Primary Source Materials
	Encyclopedias and Reference Collections Databases Developments Affecting the Reference Content Market Federal and State Funding The Shrinking School Library Market Competition From Free Resources Key Takeaways: Reference Content
	Types of Supplemental Content Print Materials A Case Study Manipulatives Analog Audio and Video Content Digital Audio and Video Content Analog and Digital Games Instructional Software Hybrid Providers
	Developments Affecting the Supplemental Content Market The Special Ed and ELL Markets Common Core State Standards Competition From Basal Content Providers Accountability Requirements Demand for Digital Content Free and Open Educational Resources (OER) User-Created Content
Chapter 5:	Assessment
	Overview: A Time to Learn, A Time to Test State-Level Assessments Market Size Major Players Developments Affecting the State-Level Assessment Market Building- and District-Level Assessments Benchmark or Interim Assessment Classroom or Formative Assessment Products for Interim/Benchmark and Classroom/Formative Assessments Penetration Rates: Providers of Assessment Developments Affecting the Building- and District-Level Assessment Market Assessment Embedded in Basal and Supplemental Content
	Key Takeaways: Assessment
	Databases
	Developments Affecting the Reference Content Market Federal and State Funding The Shrinking School Library Market Competition From Free Resources
Chapter 6:	Response to Intervention
	Overview What Is Response to Intervention? How RtI Works Funding for RtI Implementation of RtI Levels of RtI Implementation Percentage of Students Served by RtI
	Key Takeaways: Response to Intervention
Appendix A:	Data Tables
Appendix B:	Survey Materials

Part III: Educational Technologies

Chapter 1:	Technology Funding and Expenditures
	Technology Funding
	Federal Funding
	State Funding
	Technology Expenditures
	Budgets and Replacement Cycles Spending Priorities
Chapter 2:	Hardware
	Overview
	Developments Affecting the Hardware Market Access One-to-One Computing Mobility Virtualization Cloud Computing
	Personal Computing Handheld Devices Desktop Alternatives Key Takeaways: Personal Computing
	Classroom Technologies Interactive Whiteboards Classroom Response Systems (CRS) Key Takeaways: Classroom Technologies
	Wireless Network Infrastructure Implementation of Wireless Networks in Districts District Priorities: Acquiring Wireless Networks Internet Bandwidth Key Takeaways: Wireless Network Infrastructure
	Related Hardware Services
Chapter 3:	Enterprise Management Systems
	Overview: Systems to Manage Resources and Information
	Implementation of Software Systems
	Developments Affecting the Market Federal Legislation and State Initiatives Data Interoperability Systems Integration Cloud-Based Service Models Open Source Applications
	Library Resource Management Systems (LRMS) Leading Players Trends in Library Resource Management Systems
	Student Information Systems (SIS) Leading Players Trends in Student Information Systems
	Data Warehouse and Analytics Systems Implementation of Data Warehouse and Analytic Systems Penetration Rates: Providers of Data Warehouse and Analytic Systems Trends in Data Warehouse and Analytics Systems
	Key Takeaways: Enterprise Management Systems
Chapter 4:	Digital Learning Environments
	Implementation of Learning Management Systems Major LMS Players Trends in Learning Management Systems
	Online Resources and Technologies Classroom Use of Web 2.0 Technologies Trends in Web 2.0 Technologies
	Key Takeaways: Digital Learning Environments
Chapter 5:	Online Learning
	Developments Affecting the Online Learning Market Impact of Budget Cutbacks
	Funding and Policy Issues
	Blended Learning
	Structure of the Market
	District Use of Online Learning Current Use of Online Learning Categories of Online Courses District Plans for Online Learning
	Penetration Rates: Providers of Online Content
	Key Takeaways: Online Learning
Appendix A:	Data Tables
Appendix B:	Survey Materials

Part IV: Educational Services

Chapter 1:	Professional Development
	Overview Types of Professional Development Institutes, Workshops, and Seminars Conferences College and University Coursework Self-Study Professional Learning Communities Types of Providers
	Developments Affecting the Professional Development Market Making Professional Development Strategic
	District Use of Professional Development Goals of Professional Developments Frequency of Use of Professional Development Formats Types of Professional Development by District Size and Metropolitan Status Efficacy of Types of Professional Development District Budgets for Professional Development Use of Outside Providers of Professional Development
	Key Takeaways: Professional Development
Chapter 2:	Supplemental Educational Services
	Overview Program Implementation Types of SES Providers Program Participants Market Size
	Developments Affecting the Market SES Future Remains Uncertain Limited Evidence of SES Success Emerging Emphasis on Expanding Learning Opportunities
	Key Takeaways: Supplemental Educational Services
Chapter 3:	Test Preparation
	Test Preparation Products and Trends Movement to Online Testing Growing Interest in More Unified Solutions
	School Use of Test Preparation Products Penetration Rates: Providers of Test Preparation Materials
	Key Takeaways: Test Preparation
Chapter 4:	School Management Services
	Overview: Outsourced School Administration Services
	Types of Outsourced School Administration Charter Schools Education Management Organizations (EMOs) Charter Management Organizations (CMOs)
	Developments Affecting the Market Support for Charter Schools State Support for Charter Schools Local Ambivalence Public Demand Funding and Financial IssuesDistricts Implementing a Defined RtI Process
	Key Takeaways: School Management Services
Appendix A:	Data Tables
Appendix B:	Survey Materials

List of Tables and Figures (Part I, Part II, Part III, Part IV, and Appendix)

TABLES
Table 1.1	Number of Districts and Student Enrollments (Districts With Enrollments of at Least 1,000 Students)
Table 1.2	Types of Schools in the United States
Table 1.3	Number of Students in the United States
Table 1.4	Public and Charter Schools by Grade Level
Table 1.5	Public and Charter Schools by Region
Table 1.6	Public and Charter Schools by Metropolitan Status
Table 1.7	Public and Charter Schools by Free and Reduced-Price Lunch Program
Table 1.8	A Taxonomy of the K-12 Education Market
Table 1.9	Estimates of K-12 Expenditures for 2010-2011
Table 1.10	Percentage of Expenditures for Public Elementary and Secondary Education by Function, 2007-2008
Table 1.11	New York State Common Core State Standards Timeline
Table 2.1	Summary of District Spending on All Instructional Materials (AIM): 1990-1991 Through 2009-2010
Table 2.2	Instructional Budget Allocation by District Size, Metropolitan Status, and Region
Table 2.3	Impact of Budget Cutbacks (Curriculum Directors) by District Size and Metropolitan Status
Table 2.4	Instructional Budget Outlook by District Size, Metropolitan Status, and Region
Table 2.5	Important Factors Influencing Purchasing Decisions of Basal and Supplemental Materials: All Districts
Table 2.6	Important Factors Influencing Purchasing Decisions of Basal and Supplemental Materials by District Size and Metropolitan Status
Table 2.7	Curriculum Initiative Priorities: All Districts
Table 2.8	Curriculum Initiative Priorities by District Size and Metropolitan Status
Table 2.9	Most Frequently Mentioned Favorite Math Materials
Table 2.10	Most Frequently Mentioned Favorite Reading/Language Arts Materials
Table 2.11	Textbook Adoption States
Table 2.12	Restricting Access to Online Resources: All Districts
Table 2.13	Percentage of Content in Digital Format by District Size and Metropolitan Status
Table 2.14	Print-to-Digital Conversion (Technology Directors’ Responses) by District Size
Table 2.15	Print-to-Digital Conversion (Technology Directors’ Responses) by Metropolitan Status
Table 2.16	Print-to-Digital Conversion: Comparison of Curriculum Directors’ and Technology Directors’ Responses
Table 2.17	Print-to-Digital Conversion (Curriculum Directors’ Responses) by Metropolitan Status
Table 2.18	Print-to-Digital Conversion (Curriculum Directors’ Responses) by District Size
Table 2.19	Devices Districts Would Consider Using to Deliver Digital Instructional Materials: All Districts
Table 2.20	Devices Districts Would Consider Using to Deliver Digital Instructional Materials by District Size
Table 2.21	Devices Districts Would Consider Using to Deliver Digital Instructional Materials by Metropolitan Status
Table 2.22	Barriers to Use of Digital Content Encountered by Teachers: Comparison of Curriculum Directors’ and Technology Directors’ Responses
Table 2.23	Barriers to Use of Digital Content Encountered by Teachers (Curriculum Directors’ Responses): All Districts
Table 2.24	Barriers to Use of Digital Content Encountered by Teachers (Technology Directors’ Responses): All Districts
Table 2.25	Barriers to Use of Digital Content Encountered Often by Teachers (Curriculum Directors’ Responses) by District Size and Metropolitan Status
Table 2.26	Barriers to Use of Digital Content Encountered by Teachers (Technology Directors’ Responses) by District Size and Metropolitan Status
Table 2.27	Receptiveness Toward Use of Open Educational Resources (OER) by District Size
Table 2.28	Receptiveness Toward Use of Open Educational Resources (OER) by Metropolitan Status
Table 2.29	Penetration Rates of Assessment Providers by Grade Level
Table 2.30	Penetration Rates of Assessment Providers by Grade Level and District Size
Table 2.31	Penetration Rates of Assessment Providers by Grade Level and Metropolitan Status
Table 2.32	Penetration Rates of Assessment Providers by Grade Level and Region
Table 2.33	Distribution of Assessment Providers by Grade Level
Table 2.34	Implementation of Response to Intervention (RtI) by Grade Level: All Districts
Table 2.35	Implementation of Response to Intervention (RtI) by Grade Level and District Size
Table 2.36	Implementation of Response to Intervention (RtI) by Grade Level and Metropolitan Status
Table 2.37	Percentage of Students Served by Response to Intervention (RtI): All Districts
Table 2.38	Percentage of Students Served by Response to Intervention (RtI): Small Districts
Table 2.39	Percentage of Students Served by Response to Intervention (RtI): Medium Districts
Table 2.40	Percentage of Students Served by Response to Intervention (RtI): Large Districts
Table 3.1	Enhancing Education Through Technology (EETT) Appropriation Levels
Table 3.2	Per-Pupil Expenditures on Technology by District Size
Table 3.3	Impact of Budget Cutbacks (Technology Directors) by District Size, Metropolitan Status, and Region
Table 3.4	Technology Budget Outlook: All Districts
Table 3.5	Technology Budget Outlook by District Size, Metropolitan Status, and Region
Table 3.6	Technology Initiative Priorities: All Districts
Table 3.7	Technology Initiative Priorities by District Size
Table 3.8	Technology Initiative Priorities by Metropolitan Status
Table 3.9	Implementation of Instructional Technologies: All Districts
Table 3.10	Implementation of Instructional Technologies by District Size
Table 3.11	Implementation of Instructional Technologies by Metropolitan Status
Table 3.12	Personal Portable Computing Access by Grade Level
Table 3.13	Personal Portable Computing Access by Grade Level by District Size
Table 3.14	Personal Portable Computing Access by Grade Level by Metropolitan Status
Table 3.15	Preferred Portable Devices to Gather/Report Information: All Districts
Table 3.16	Preferred Portable Devices to Gather/Report Information by District Size
Table 3.17	Preferred Portable Devices to Gather/Report Information by Metropolitan Status
Table 3.18	Penetration Rates of Interactive Whiteboard Providers by District Size and Metropolitan Status
Table 3.19	Penetration Rates of Interactive Whiteboard Providers by Region
Table 3.20	Penetration Rates of Classroom Response System Providers by District Size and Metropolitan Status
Table 3.21	Penetration Rates of Classroom Response System Providers by Region
Table 3.22	Comparison of Penetration Rates of Interactive Whiteboard and Classroom Response System Providers
Table 3.23	Classroom Response Systems Used by Districts With SMART and Promethean Interactive Whiteboards (IWB)
Table 3.24	Districts With Schoolwide Wireless Networks by District Size and Metropolitan Status
Table 3.25	Districts With Schoolwide Wireless Networks by Region
Table 3.26	Mean Bandwidth (Mbps) From the Internet to Districts by District Size and Metropolitan Status
Table 3.27	Mean Bandwidth (Mbps) From the Internet to Districts by District Size and Region
Table 3.28	Mean Bandwidth (Kbps) Per Student From the Internet to Districts by District Size and Metropolitan Status
Table 3.29	Mean Bandwidth (Mbps) From the Internet to Districts by District Size and Region
Table 3.30	Implementation of Enterprise Software Systems: All Districts
Table 3.31	Implementation of Enterprise Software Systems by District Size
Table 3.32	Implementation of Enterprise Software Systems by Metropolitan Status
Table 3.33	Interoperability Strategies by District Size and Metropolitan Status
Table 3.34	Increased Use of Remote Hosting of Applications as a Response to Budget Cutbacks (Technology Directors) by District Size and Metropolitan Status
Table 3.35	Software as a Service (SaaS): Usage Rates by District Size and Metropolitan Status
Table 3.36	Software as a Service (SaaS) Applications: All Districts
Table 3.37	Software as a Service (SaaS) Applications by District Size and Metropolitan Status
Table 3.38	Software as a Service (SaaS): Reasons for Not Using by District Size and Metropolitan Status
Table 3.39	Usage of Open Source Applications by District Size and Metropolitan Status
Table 3.40	Increased Use of Open Source Applications as a Response to Budget Cutbacks (Technology Directors) by District Size and Metropolitan Status
Table 3.41	Types of Open Source Applications Used or Planned: All Districts
Table 3.42	Types of Open Source Applications Used or Planned by District Size and Metropolitan Status
Table 3.43	Software as a Service (SaaS) Applications by District Size and Metropolitan Status
Table 3.44	Types of Open Source Applications Used or Planned: All Districts
Table 3.45	Implementation of Student Information Systems: All Districts
Table 3.46	Implementation of Student Information Systems by District Size
Table 3.47	Implementation of Student Information Systems by Metropolitan Status
Table 3.48	Penetration Rates of Student Information Systems (SIS) by District Size and Metropolitan Status
Table 3.49	Penetration Rates of Student Information Systems (SIS) by Region
Table 3.50	Software as a Service (SaaS) Applications by District Size and Metropolitan Status
Table 3.51	Types of Open Source Applications Used or Planned by District Size and Metropolitan Status
Table 3.52	Penetration Rates of Data Warehouse (DW) and Analytics: All Districts
Table 3.53	Penetration Rates of Data Warehouse (DW) and Analytics by District Size and Metropolitan Status
Table 3.54	Penetration Rates of Data Warehouse (DW) and Analytics by Region
Table 3.55	Districts Using the Same Provider for Data Warehouse (DW) and Analytics
Table 3.56	Important Learning Management System Features: Comparison of Curriculum and Technology Directors’ Views
Table 3.57	Importance of Learning Management System Features for Curriculum Directors: All Districts
Table 3.58	Importance of Learning Management System Features for Technology Directors: All Districts
Table 3.59	Important Learning Management System Features Cited by Curriculum Directors by District Size and Metropolitan Status
Table 3.60	Important Learning Management System Features Cited by Technology Directors by District Size and Metropolitan Status
Table 3.61	Implementation of Learning Management Systems (LMS): All Districts
Table 3.62	Implementation of Learning Management Systems (LMS) by District Size and Metropolitan Status
Table 3.63	Usage of Learning Management Systems (LMS) by Grade Level, District Size, Metropolitan Status, and Region
Table 3.64	Penetration Rates of Learning Management Systems (LMS) by Grade Level
Table 3.65	Distribution of Learning Management Systems (LMS) by Grade Level
Table 3.66	Penetration Rates of Learning Management Systems (LMS) by Grade Level by District Size
Table 3.67	Penetration Rates of Learning Management Systems (LMS) by Grade Level by Metropolitan Status
Table 3.68	Prohibiting Access to Online Resources by Grade Level: All Districts
Table 3.69	Prohibiting Access to Online Resources by Grade Level and District Size
Table 3.70	Prohibiting Access to Online Resources by Grade Level and Metropolitan Status
Table 3.71	Restricting Access to Online Resources: All Districts
Table 3.72	Restricting Access to Online Resources by District Size
Table 3.73	Restricting Access to Online Resources by Metropolitan Status
Table 3.74	Increased Use of Online Courses as a Response to Budget Cutbacks (Curriculum Directors) by District Size and Metropolitan Status
Table 3.75	Increased Use of Online Courses as a Response to Budget Cutbacks (Technology Directors) by Region
Table 3.76	Online Learning and Blended Learning Providers
Table 3.77	Plans for Offering Online Courses by Grade Level: All Districts
Table 3.78	Plans for Offering Online Courses by Grade Level by District Size
Table 3.79	Plans for Offering Online Courses by Grade Level by Metropolitan Status
Table 3.80	Online Course Categories: All Districts
Table 3.81	Online Course Categories by District Size, Metropolitan Status, and Region
Table 3.82	Online Course Categories by Percentage of Students Eligible for the Free and Reduced-Price Lunch Program
Table 3.83	Online Course Offerings by Subject Area in Middle and High Schools by District Size
Table 3.84	Online Course Offerings by Subject Area in Middle and High Schools by Metropolitan Status
Table 3.85	Online Course Offerings by Subject Area in Middle and High Schools by Region
Table 3.86	Curriculum Initiative Priorities by District Size and Metropolitan Status
Table 3.87	Penetration Rates of Online Content Providers by District Size and Metropolitan Status
Table 3.88	Penetration Rates of Online Content Providers by Region

Table 4.1	Professional Development Goals: All Districts
Table 4.2	Professional Development Goals Cited as Important by District Size and Metropolitan Status
Table 4.3	Frequency of Use of Types of Professional Development: All Districts
Table 4.4	Frequency of Use of Types of Professional Development by District Size and Metropolitan Status
Table 4.5	Effectiveness of Types of Professional Development: All Districts
Table 4.6	Most Effective Types of Professional Development by District Size, Metropolitan Status, and Region
Table 4.7	Professional Development Budget by District Size and Metropolitan Status
Table 4.8	Professional Development Budget by District Size and Region
Table 4.9	Outside Providers of Professional Development by District Size and Metropolitan Status
Table 4.10	Outside Providers of Professional Development by District Size and Region
Table 4.11	Penetration Rates of Test-Prep Providers by District Size and Metropolitan Status
Table 4.12	Penetration Rates of Test-Prep Providers by Region
Table 4.13	Locations (14 States Plus D.C.) With 100 or More Charter Schools
Table A.1	Number of Districts and Student Enrollments in the U.S. and in Surveys by District Size
Table A.2	Number of Districts and Student Enrollments in the U.S. and in Surveys by Region
Table A.3	Number of Districts and Student Enrollments in the U.S. and in Surveys by Metropolitan Status
Table A.4	The Education Market
Table A.5	School Types by Grade Level
Table A.6	School Types by Region
Table A.7	School Types by Metropolitan Status
Table A.8	Student Enrollments in School Types by Region
Table A.9	Average Student Enrollments in School Types by Region
Table A.10	Student Enrollments in School Types by Metropolitan Status
Table A.11	Average Student Enrollments in School Types by Metropolitan Status
Table A.12	Student Enrollments by Grade Level
Table A.13	Student Enrollments by Region
Table A.14	Student Enrollments by Metropolitan Status
Table A.15	Student Enrollments by Free and Reduced-Price Lunch Program
Table A.16	Districts and Students by State
Table A.17	Number of Districts and Student Enrollments by District Size
Table A.18	School Districts by District Size and Region
Table A.19	School Districts by Region and Metropolitan Status
Table A.20	School Districts by District Size and Metropolitan Status
Table A.21	School Districts by Free and Reduced-Price Lunch Program and District Size
Table A.22	School Districts by Free and Reduced-Price Lunch Program and Region
Table A.23	School Districts by Free and Reduced-Price Lunch Program and Metropolitan Status
Table A.24	Districts by Special Ed Enrollment and District Size
Table A.25	Districts by Special Ed Enrollment and Region
Table A.26	Districts by Special Ed Enrollment and Metropolitan Status
Table A.27	Districts by Limited English Proficiency (LEP) Enrollment and District Size
Table A.28	Districts by Limited English Proficiency (LEP) Enrollment and Region
Table A.29	Districts by Limited English Proficiency (LEP) Enrollment and Metropolitan Status
Table A.30	Per-Pupil Expenditures on Instructional Materials by District Size
Table A.31	Per-Pupil Expenditures on Instructional Materials by Metropolitan Status
Table A.32	Per-Pupil Expenditures on Instructional Materials by Region
Table A.33	Per-Pupil Expenditures on Instructional Materials by Free and Reduced-Price Lunch Program
Table A.34	Impact of Budget Cutbacks (Curriculum Directors) by Region
Table A.35	Instructional Budget Allocation by Metropolitan Status and Region: 2011 and 2010
Table A.36	Factors Influencing Purchasing Decisions of Basal and Supplemental Materials by District Size
Table A.37	Factors Influencing Purchasing Decisions of Basal and Supplemental Materials by Metropolitan Status
Table A.38	Curriculum Initiative Priorities by District Size
Table A.39	Curriculum Initiative Priorities by Metropolitan Status
Table A.40	Barriers to Use of Digital Content Encountered by Teachers (Curriculum Directors’ Responses) by District Size
Table A.41	Barriers to Use of Digital Content Encountered by Teachers (Curriculum Directors’ Responses) by Metropolitan Status
Table A.42	Barriers to Use of Digital Content Encountered Often by Teachers (Curriculum Directors’ Responses) by Free and Reduced-Price Lunch Program
Table A.43	Barriers to Use of Digital Content Encountered by Teachers (Technology Directors’ Responses) by District Size
Table A.44	Barriers to Use of Digital Content Encountered by Teachers (Technology Directors’ Responses) by Metropolitan Status
Table A.45	Percentage of Districts Citing Barriers to Use of Digital Content (Technology Directors’ Responses) by Free and Reduced-Price Lunch Program
Table A.46	Percentage of Students Served by Response to Intervention (Rtl): Rural Districts
Table A.47	Percentage of Students Served by Response to Intervention (Rtl): Suburban Districts
Table A.48	Percentage of Students Served by Response to Intervention (Rtl): Urban Districts
Table A.49	Per-Pupil Expenditures on Technology by Metropolitan Status
Table A.50	Per-Pupil Expenditures on Technology by Region
Table A.51	Plans for Offering Online Courses by Grade Level and Region
Table A.52	Importance of Learning Management System Features for Curriculum Directors by District Size
Table A.53	Importance of Learning Management System Features for Curriculum Directors by Metropolitan Status
Table A.54	Technology Budget Outlook: Small Districts
Table A.55	Technology Budget Outlook: Medium Districts
Table A.56	Technology Budget Outlook: Large Districts
Table A.57	Technology Budget Outlook: Rural Districts
Table A.58	Technology Budget Outlook: Suburban Districts
Table A.59	Technology Budget Outlook: Urban Districts
Table A.60	Technology Budget Outlook: Northeastern Districts
Table A.61	Technology Budget Outlook: Midwestern Districts
Table A.62	Technology Budget Outlook: Western Districts
Table A.63	Technology Budget Outlook: Southern Districts
Table A.64	Technology Budget Outlook by the Free and Reduced-Price Lunch Program
Table A.65	Importance of Learning Management System (LMS) Features for Technology Directors by District Size
Table A.66	Importance of Learning Management System (LMS) Features for Technology Directors by Metropolitan Status
Table A.67	Penetration Rates of Learning Management System (LMS) by Grade Level by Region
Table A.68	Software as a Service (SaaS): Usage Rates by Region
Table A.69	Software as a Service (SaaS): Reasons for Not Using by Region
Table A.70	Personal Portable Computing Access by Grade Level by Region
Table A.71	Personal Portable Computing Access in Elementary Schools by the Free and Reduced-Price Lunch Program
Table A.72	Personal Portable Computing Access in Middle Schools by the Free and Reduced-Price Lunch Program
Table A.73	Personal Portable Computing Access in High Schools by the Free and Reduced-Price Lunch Program

Table A.74	Professional Development Goals by District Size
Table A.75	Professional Development Goals by Metropolitan Status
Table A.76	Professional Development Goals Cited as Important by Participation in Free and Reduced-Price Lunch Program
Table A.77	Frequency of Use of Types of Professional Development by District Size
Table A.78	Frequency of Use of Types of Professional Development by Metropolitan Status
Table A.79	Frequency of Use of Types of Professional Development by Region
Table A.80	Effectiveness of Types of Professional Development by District Size
Table A.81	Effectiveness of Types of Professional Development by Metropolitan Status
Table A.82	Effectiveness of Types of Professional Development by Region
FIGURES
Figure 1.1	Number of Districts and Student Enrollments by District Size
Figure 1.2	Enrollments in U.S. Districts and Districts in Surveys by District Size
Figure 1.3	Number of Districts in the U.S. and in Surveys by District Size
Figure 1.4	Enrollments in U.S. Districts and Districts in Surveys by Region
Figure 1.5	Number of Districts in the U.S. and in Surveys by Region
Figure 1.6	Enrollments in U.S. Districts and Districts in Surveys by Metropolitan Status
Figure 1.7	Number of Districts in the U.S. and in Surveys by Metropolitan Status
Figure 1.8	School Types by Grade Level
Figure 1.9	Public and Charter Schools by Grade Level
Figure 1.10	Geographic Regions of the U.S.
Figure 1.11	Public and Charter Schools by Region
Figure 1.12	Public and Charter Schools by Metropolitan Status
Figure 1.13	Public and Charter Schools by Free and Reduced-Price Lunch Program
Figure 1.14	School Districts by District Size and Region
Figure 1.15	School Districts by Region and Metropolitan Status
Figure 1.16	School Districts by District Size and Metropolitan Status
Figure 1.17	School Districts by Free and Reduced-Price Lunch Program and District Size
Figure 1.18	School Districts by Free and Reduced-Price Lunch Program and Region
Figure 1.19	School Districts by Free and Reduced-Price Lunch Program and Metropolitan Status
Figure 1.20	Districts by Special Ed Enrollment and District Size
Figure 1.21	Districts by Special Ed Enrollment and Region
Figure 1.22	Districts by Special Ed Enrollment and Metropolitan Status
Figure 1.23	Districts by LEP Enrollment and District Size
Figure 1.24	Districts by LEP Enrollment and Region
Figure 1.25	Districts by LEP Enrollment and Metropolitan Status
Figure 1.26	Sources of Funding for Public K-12 Schools, 2010-2011
Figure 1.27	Percentage Distribution of Current Expenditures for K-12 Public Education by Function, 2007-2008
Figure 2.1	Summary of District Spending on All Instructional Materials (AIM): 1990-1991 Through 2009-2010
Figure 2.2	Per-Pupil Expenditures on Instructional Materials by District Size
Figure 2.3	Per-Pupil Expenditures on Instructional Materials by Metropolitan Status
Figure 2.4	Per-Pupil Expenditures on Instructional Materials by Region
Figure 2.5	Per-Pupil Expenditures on Instructional Materials by Free and Reduced-Price Lunch Program
Figure 2.6	Instructional Budget Allocation by District Size
Figure 2.7	Instructional Budget Allocation by Metropolitan Status
Figure 2.8	Instructional Budget Allocation by Region
Figure 2.9	Impact of Budget Cutbacks (Curriculum Directors): All Districts
Figure 2.10	Instructional Budget Outlook by District Size
Figure 2.11	Instructional Budget Outlook by Metropolitan Status
Figure 2.12	Instructional Budget Outlook by Region
Figure 2.13	Important Factors Influencing Purchasing Decisions of Basal and Supplemental Materials: All Districts
Figure 2.14	Curriculum Initiative Priorities: All Districts
Figure 2.15	Curriculum Initiative Priorities by Metropolitan Status (Percentage Citing Initiative as High Priority)
Figure 2.16	Curriculum Initiative Priorities by District Size (Percentage Citing Initiative as High Priority)
Figure 2.17	Implementation of Streaming Digital Media by District Size
Figure 2.18	Implementation of Streaming Digital Media by Metropolitan Status
Figure 2.19	Restricting Access to Online Resources: All Districts
Figure 2.20	Restricting Access to Online Resources by District Size
Figure 2.21	Restricting Access to Online Resources by Metropolitan Status
Figure 2.22	Implementation of Gaming and Simulation Technologies (Percentage Citing Initiative as High Priority)
Figure 2.23	Districts Citing Availability of Instructional Materials in Digital Format as an Important Factor in Purchasing Decisions
Figure 2.24	Percentage of Content in Digital Format by District Size
Figure 2.25	Percentage of Content in Digital Format by Metropolitan Status
Figure 2.26	Increasing Use of Digital Materials as a Response to Budget Cutbacks (Curriculum and Technology Directors)
Figure 2.27	Print-to-Digital Conversion by District Size
Figure 2.28	Print-to-Digital Conversion by Metropolitan Status
Figure 2.29	Percentage of Curriculum and Technology Directors Expecting Substantial Print-to-Digital Conversion Over the Next Three Years by District Size
Figure 2.30	Percentage of Curriculum and Technology Directors Expecting Substantial Print-to-Digital Conversion Over the Next Three Years by Metropolitan Status
Figure 2.31	Print-to-Digital Conversion (Curriculum Directors’ Responses): 2011 and 2010
Figure 2.32	Print-to-Digital Conversion (Curriculum Directors’ Responses) by Metropolitan Status
Figure 2.33	Print-to-Digital Conversion (Curriculum Directors’ Responses) by District Size
Figure 2.34	Replacement of Textbooks With Online Resources (Percentage Citing Initiative as High Priority)
Figure 2.35	Devices Districts Would Consider Using to Deliver Digital Instructional Materials by District Size
Figure 2.36	Devices Districts Would Consider Using to Deliver Digital Instructional Materials by Metropolitan Status
Figure 2.37	Barriers to Use of Digital Content Encountered by Teachers: Curriculum Directors’ and Technology Directors’ Responses
Figure 2.38	Increased Use of Free Instructional Materials as Response to Budget Cuts
Figure 2.39	Increasing Use of Open Source Content as a Response to Budget Cutbacks
Figure 2.40	Receptiveness Toward Use of Open Educational Resources (OER) by District Size
Figure 2.41	Receptiveness Toward Use of Open Educational Resources (OER) by Metropolitan Status
Figure 2.42	Penetration Rates of Assessment Providers in Elementary Schools: 2011 and 2010
Figure 2.43	Penetration Rates of Assessment Providers in Middle Schools: 2011 and 2010
Figure 2.44	Penetration Rates of Assessment Providers in High Schools: 2011 and 2010
Figure 2.45	Funding Sources for Response to Intervention (RtI) Implementation in Districts
Figure 2.46	Districts Citing Support for RtI as an Important Factor in Purchasing Decisions
Figure 2.47	Implementation of Response to Intervention (Rtl) by Grade Level: 2011 and 2010
Figure 2.48	Implementation of Response to Intervention (Rtl) by Grade Level and District Size
Figure 2.49	Implementation of Response to Intervention (Rtl) by Grade Level and Metropolitan Status
Figure 2.50	Percentage of Students Served by Response to Intervention (RtI): All Districts
Figure 3.1	Per-Pupil Expenditures on Technology by District Size
Figure 3.2	Per-Pupil Expenditures on Technology by Metropolitan Status
Figure 3.3	Per-Pupil Expenditures on Technology by Region
Figure 3.4	Impact of Budget Cutbacks (Technology Directors): All Districts
Figure 3.5	Technology Budget Outlook: All Districts
Figure 3.6	Technology Budget Outlook by District Size (Percentage Projecting Decreases)
Figure 3.7	Technology Budget Outlook by Metropolitan Status (Percentage Projecting Decreases)
Figure 3.8	Technology Budget Outlook by Region (Percentage Projecting Decreases)
Figure 3.9	High-Priority Technology Initiatives: 2011 and 2010
Figure 3.10	Technology Initiative Priorities: All Districts
Figure 3.11	Implementation of Instructional Technologies: All Districts
Figure 3.12	Substantial Implementation of Instructional Technologies: 2011 and 2010
Figure 3.13	Implementation of One-to-One Computing by District Size
Figure 3.14	Implementation of One-to-One Computing by Metropolitan Status
Figure 3.15	District Priorities on One-to-One Computing by District Size
Figure 3.16	District Priorities on One-to-One Computing by Metropolitan Status
Figure 3.17	Students With Full-Time Access to Personal Portable Computing by Grade Level: All Districts
Figure 3.18	District Priorities on Student-Owned Devices by District Size
Figure 3.19	District Priorities on Student-Owned Devices by Metropolitan Status
Figure 3.20	Preferred Portable Devices to Gather/Report Information: All Districts
Figure 3.21	District Priorities on Desktop Virtualization by District Size
Figure 3.22	District Priorities on Desktop Virtualization by Metropolitan Status
Figure 3.23	District Priorities on Public Cloud Applications by District Size
Figure 3.24	District Priorities on Public Cloud Applications by Metropolitan Status
Figure 3.25	District Priorities on Private Cloud Applications by District Size
Figure 3.26	District Priorities on Private Cloud Applications by Metropolitan Status
Figure 3.27	Implementation of Smartphones by District Size
Figure 3.28	Implementation of Smartphones by Metropolitan Status
Figure 3.29	District Priorities on Smartphones by District Size
Figure 3.30	District Priorities on Smartphones by Metropolitan Status
Figure 3.31	Implementation of iPods by District Size
Figure 3.32	Implementation of iPods by Metropolitan Status
Figure 3.33	District Priorities on iPods by District Size
Figure 3.34	District Priorities on iPods by Metropolitan Status
Figure 3.35	Implementation of eBook Readers by District Size
Figure 3.36	Implementation of eBook Readers by Metropolitan Status
Figure 3.37	Implementation of Tablets by District Size
Figure 3.38	Implementation of Tablets by Metropolitan Status
Figure 3.39	District Priorities on Tablets by District Size
Figure 3.40	District Priorities on Tablets by Metropolitan Status
Figure 3.41	Implementation of Netbooks by District Size
Figure 3.42	Implementation of Netbooks by Metropolitan Status
Figure 3.43	District Priorities on Netbooks by District Size
Figure 3.44	District Priorities on Netbooks by Metropolitan Status
Figure 3.45	Implementation of Thin Clients by District Size
Figure 3.46	Implementation of Thin Clients by Metropolitan Status
Figure 3.47	District Priorities on Thin Clients by District Size
Figure 3.48	District Priorities on Thin Clients by Metropolitan Status
Figure 3.49	Implementation of Interactive Whiteboards by District Size
Figure 3.50	Implementation of Interactive Whiteboards by Metropolitan Status
Figure 3.51	District Priorities on Interactive Whiteboards by District Size
Figure 3.52	District Priorities on Interactive Whiteboards by Metropolitan Status
Figure 3.53	Penetration Rates of Interactive Whiteboard Providers: 2011 and 2010
Figure 3.54	Penetration Rates of Interactive Whiteboard Providers by District Size
Figure 3.55	Penetration Rates of Interactive Whiteboard Providers by Metropolitan Status
Figure 3.56	Penetration Rates of Interactive Whiteboard Providers by Region
Figure 3.57	Implementation of Classroom Response Systems by District Size
Figure 3.58	Implementation of Classroom Response Systems by Metropolitan Status
Figure 3.59	Penetration Rates of Classroom Response System Providers: 2011 and 2010
Figure 3.60	Penetration Rates of Classroom Response System Providers by District Size
Figure 3.61	Penetration Rates of Classroom Response System Providers by Metropolitan Status
Figure 3.62	Penetration Rates of Classroom Response System Providers by Region
Figure 3.63	Comparison of Penetration Rates of Interactive Whiteboard and Classroom Response System Providers
Figure 3.64	Districts With Schoolwide Wireless Networks: 2011 and 2010
Figure 3.65	Districts With Schoolwide Wireless Networks by District Size
Figure 3.66	Districts With Schoolwide Wireless Networks by Metropolitan Status
Figure 3.67	Districts With Schoolwide Wireless Networks by Region
Figure 3.68	District Priorities on Wireless Networks by District Size
Figure 3.69	District Priorities on Wireless Networks by Metropolitan Status
Figure 3.70	Mean Bandwidth (Kbps) Per Student From the Internet to Districts by District Size
Figure 3.71	Mean Bandwidth (Kbps) Per Student From the Internet to Districts by Metropolitan Status
Figure 3.72	Mean Bandwidth (Kbps) Per Student From the Internet to Districts by Region
Figure 3.73	District Priorities on IT Outsourcing by District Size
Figure 3.74	District Priorities on IT Outsourcing by Metropolitan Status
Figure 3.75	Substantial Implementations of Enterprise Software Systems: 2011 and 2010
Figure 3.76	Implementation of Enterprise Resource Planning by District Size
Figure 3.77	Implementation of Enterprise Resource Planning by Metropolitan Status
Figure 3.78	Implementation of Data Warehouse/Analytics by District Size
Figure 3.79	Implementation of Data Warehouse/Analytics by Metropolitan Status
Figure 3.80	Interoperability Strategies by District Size
Figure 3.81	Interoperability Strategies by Metropolitan Status
Figure 3.82	District Priorities on Public Cloud Applications by District Size
Figure 3.83	District Priorities on Private Cloud Applications by District Size
Figure 3.84	District Priorities on Public Cloud Applications by Metropolitan Status
Figure 3.85	District Priorities on Private Cloud Applications by Metropolitan Status
Figure 3.86	Software as a Service (SaaS): Usage Rates by District Size
Figure 3.87	Software as a Service (SaaS): Usage Rates by Metropolitan Status
Figure 3.88	Software as a Service (SaaS) Applications: All Districts
Figure 3.89	Current Usage of Software as a Service (SaaS) Applications by District Size
Figure 3.90	Current Usage of Software as a Service (SaaS) Applications by Metropolitan Status
Figure 3.91	Software as a Service (SaaS): Reasons for Not Using by District Size
Figure 3.92	Software as a Service (SaaS): Reasons for Not Using by Metropolitan Status
Figure 3.93	Usage of Open Source Software by District Size
Figure 3.94	Usage of Open Source Software by Metropolitan Status
Figure 3.95	Types of Open Source Applications Used or Planned: All Districts
Figure 3.96	Types of Open Source Applications Used: 2011 and 2010
Figure 3.97	Types of Open Source Software Used by District Size
Figure 3.98	Types of Open Source Software Used by Metropolitan Status
Figure 3.99	Providers of Library Resources Management Systems, 2010
Figure 3.100	Penetration Rates of Student Information Systems: 2011 and 2010
Figure 3.101	Penetration Rates of Student Information Systems by District Size
Figure 3.102	Penetration Rates of Student Information Systems by Metropolitan Status
Figure 3.103	Penetration Rates of Student Information Systems by Region
Figure 3.104	Preferred Portable Devices to Gather/Report Three Types of Information: All Districts
Figure 3.105	Implementation of Data Warehouse/Analytics by District Size
Figure 3.106	Implementation of Data Warehouse/Analytics by Metropolitan Status
Figure 3.107	Penetration Rates of Data Warehouse: 2011 and 2010
Figure 3.108	Penetration Rates of Data Warehouse and Analytics: All Districts
Figure 3.109	Penetration Rates of Data Warehouse by District Size
Figure 3.110	Penetration Rates of Data Warehouse by Metropolitan Status
Figure 3.111	Penetration Rates of Data Warehouse by Region
Figure 3.112	Important Learning Management System Features: Comparison of Curriculum and Technology Directors’ Views
Figure 3.113	Usage of Learning Management Systems (LMS) by Grade Level
Figure 3.114	Implementation of Learning Management Systems (LMS) by District Size
Figure 3.115	Implementation of Learning Management Systems (LMS) by Metropolitan Status
Figure 3.116	Penetration Rates of Learning Management Systems (LMS): 2011 and 2010
Figure 3.117	Penetration Rates of Learning Management Systems (LMS) by Grade Level
Figure 3.118	Implementation of Wikis/Blogs by District Size
Figure 3.119	Implementation of Wikis/Blogs by Metropolitan Status
Figure 3.120	Prohibiting Access to Online Resources by Grade Level: All Districts
Figure 3.121	Restricting Access to Online Resources: All Districts
Figure 3.122	Restricting Access to Online Resources by District Size
Figure 3.123	Restricting Access to Online Resources by Metropolitan Status
Figure 3.124	Implementation of Online Collaboration for Instruction (Percentage Citing Initiative as High Priority)
Figure 3.125	Plans for Offering Online Courses by Grade Level: All Districts
Figure 3.126	Plans for Offering Online Courses by Grade Level and District Size
Figure 3.127	Plans for Offering Online Courses by Grade Level and Metropolitan Status
Figure 3.128	Online Course Categories: 2011 and 2010
Figure 3.129	Online Course Offerings by Subject Area in Middle and High Schools: All Districts
Figure 3.130	Penetration Rates of Online Content Providers: 2011 and 2010
Figure 3.131	Penetration Rates of Online Content Providers by District Size
Figure 3.132	Penetration Rates of Online Content Providers by Metropolitan Status
Figure 3.133	Penetration Rates of Online Content Providers by Region
Figure 4.1	Professional Development Goals: All Districts
Figure 4.2	Frequency of Use of Types of Professional Development, 2011 and 2010
Figure 4.3	Types of Professional Development Used Frequently by District Size
Figure 4.4	Types of Professional Development Used Frequently by Metropolitan Status
Figure 4.5	Effectiveness of Types of Professional Development: All Districts
Figure 4.6	Most Effective Types of Professional Development by District Size
Figure 4.7	Most Effective Types of Professional Development by Metropolitan Status
Figure 4.8	Per-Pupil Professional Development Budget by District Size
Figure 4.9	Per-Pupil Professional Development Budget by Metropolitan Status
Figure 4.10	Per-Pupil Professional Development Budget by Region
Figure 4.11	Outside Providers of Professional Development by District Size (as a Percentage of Total PD Budget)
Figure 4.12	Outside Providers of Professional Development by Metropolitan Status (as a Percentage of Total PD Budget)
Figure 4.13	Outside Providers of Professional Development by Region (as a Percentage of Total PD Budget)
Figure 4.14	Penetration Rates of Test-Prep Providers: 2011 and 2010
Figure 4.15	Penetration Rates of Test-Prep Providers by District Size
Figure 4.16	Penetration Rates of Test-Prep Providers by Metropolitan Status
Figure 4.17	Penetration Rates of Test-Prep Providers by Region
Figure 4.18	Charter Schools by Management Organization, 2010-2011


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