The Unique Challenges Facing the IT Professional in K12 Education

The Unique Challenges Facing the
IT Professional in K-12 Education
A research survey conducted by: In coordination & partnership with:
eSchool News
Table of Contents:
Executive Summary Pages 2 – 3
Demographics Pages 4 – 7
Staffing Levels Pages 8 – 9
Staffing Issues Pages 10 – 12
Staff Recruitment and Retention Pages 13 – 14
IT Assets Pages 15 – 17
Software and Systems Pages 18 – 22
Software as a Service Pages 23 – 26
IT Funding Page 27
Strategic IT Issues Pages 28 – 29
Conclusions Page 29
Survey Methodology, Notes & References Page 30
The Unique Challenges Facing the IT Professional in K-12 Education Page 1 of 36

The Unique Challenges Facing the IT Professional in K-12 Education
March 1, 2008
As an information technology professional in K-12 education, you have quite a challenge...possibly one of the greatest
challenges since the first computers were introduced to your schools. You are forced to manage this growing phenomenon of
too much IT stuff without enough staff.
Many studies have been undertaken regarding the challenges of the information technology professional in the corporate world,
but none address the special concerns of K-12 educational institutions. Anecdotal stories often center on a department that has
too many systems to manage and not enough staff. Budget constraints, changing technology and board requirements impact
the abilities of school IT staff.
The evidence is sobering:
 Nearly $2.25 billion is spent annually on e-Rate, and this multi-year investment has resulted in exponential growth in
the IT infrastructure asset base in schools. While this program was created for noble purposes (providing discounts to
assist schools in obtaining affordable telecommunications, IT services and Internet access), it did not provide any
additional funding to increase personnel to help with these new infrastructure and asset demands.
 The advancement of 1:1 computing as a “gold standard” in public education is another noble initiative, and this will
continue to dramatically expand this asset base that the IT staff must manage. As evidenced with the e-Rate program,
institutions that pursue a 1:1 computing initiative, without addressing the need for additional personnel and funding to
manage and maintain the new assets, could see the IT staffing crisis exacerbated by four times.
 Not only is the work, demand and asset base multiplying, technology has become mission critical to the educational
enterprise. The condition of the technology infrastructure is crucial to student-based outcome and performance, effects
teacher retention and impacts the requirements set forth in NCLB. More so than ever, the technology infrastructure is
inextricably coupled to the learning environment and has become mission critical.
Although the solution to this complex problem will inevitably have many more dimensions, technology that enables the IT
professional to do more with the limited resources he has must be one dimension. Technology has helped fuel this crisis, but a
multifaceted approach can help stem it. Many administrators who have faced this dilemma have successfully executed a four-
step plan, which includes:
1. Improving the image and professionalism of IT operations
 It is important to build a business process for your IT operations that improves communication, incorporates good
process and feedback mechanisms, and clearly defines service level expectations.
2. Establishing a respected methodology
 Your methodologies for IT capital renewal, software license compliance, help desk prioritization and other aspects
to your operation must be communicated and be based on sound methodologies.
3. Educating the decision maker
 The administration may not be engaged in your daily process. It is your responsibility to use data driven decision
making to build a clear understanding of demand, capabilities and shortfalls. A proven business process coupled
with reliable data will showcase: (1) staffing levels; (2) areas of highest demand; (3) recurring problems; (4) staff
productivity relative to demand; (5) how the district compares to service standards outside education; (6) how your
district benchmarks against your peer districts.
4. Asking for additional resources
 With a professional image, business process and data, the time is right to ask for additional resources.
This study was developed by SchoolDude.com and eSchool News. Many organizations contributed to the success of this first
ever research report. We would like to thank the Consortium for School Networking (CoSN), Association of School Business
Officials International and MassCue for participating.
We hope this research report is the first tool you can use to improve your process and educate your decision makers.
Sincerely,
R. Lee Prevost
President & Founder
SchoolDude.com
Email: lee@schooldude.com

Key Findings
As expected, IT staff members at K-12 institutions face many challenges. As technology has evolved, the
number and complexity of computer systems in the typical school has increased substantially. However,
information technology staffing levels have not kept pace, forcing IT staff into a reactive mode. This is
limiting many schools from realizing the full benefits of technology. For example, the majority of those
surveyed reported that they do not have enough staff to plan for or implement new technologies or to
integrate technology into the classroom. In addition, school IT staff are stretched thin, supporting more
computers and end users than their counterparts in the corporate world. The heavy workload, combined
with lower salaries than in other industries, can make it difficult to recruit and retain IT staff. And although
school/district leaders are often supportive of IT and understand its importance to the institution’s overall
goals, funding is not always a priority or available.
Key findings of the survey include:
K-12 schools have less than optimal IT staff levels
• Mean number of computers per technician: 550
• Mean ratio of students to technicians: 1,409:1
• Mean ratio of students to all technical support staff: 716:1
• During the past school year, 60% of those surveyed were unable to complete all software
installations in a timely manner; 21% hired contractors to help.
Staffing shortfalls translate into reduced institution and classroom benefits
• 55% reported that 50-100% of their department’s workload is spent reacting to technical problems.
• Two-thirds do not have enough staff to plan for new technology.
• Three-quarters do not have enough staff to implement new technologies.
• 65% do not have enough staff to integrate technology into the classroom.
Schools face challenges in recruitment and retention of IT staff
• 40% felt that the school pay scale was too low, making it difficult to recruit IT staff.
• One-third felt that the biggest obstacle to retaining IT staff members is the salary not being
competitive enough with similar positions in other industries.
• Heavy workloads and not enough opportunities for advancement were cited as potential obstacles.
Some technology and systems have been widely implemented, while others are less utilized
• One-third of respondents have wireless networking in all of their schools; 13% do not have it in any
of their schools.
• Almost all (94%) have an enterprise level anti-virus solution in place.
• 38% have implemented and use a secure remote access system.
• 45% have a functioning software-based help desk.
• 42% have a functioning student database tracking system; another 20% are currently developing an
in-house system or implementing a purchased system.
• 53% use at least one Software as a Service application. This type of application is viewed favorably
by thinly-stretched IT staff, who cited ease of deployment and the need for less technical support as
the main reasons for use. This has contributed to an adoption rate of SaaS applications in schools
that is much higher than in other industries.
School/District leaders view IT as important, but funding issues remain a problem
• 49% of those surveyed said that the school board understands the importance of IT as it relates to
the overall goals but is not as supportive of it financially; 8% felt that their school board did not feel IT
was important to the overall goals.
• 43% responded that IT security is viewed as a priority, but funding is insufficient.
• One-third felt that their IT budget was severely less than they needed in order to meet the overall
expectations of the school board/district.

Demographics
The survey respondents represent a balanced mix of demographic characteristics. Participants came from all 50
states plus the District of Columbia, Canada, Australia and the United Kingdom.
In What State/Country is your educational institution located?
(n = 859)
0
10
20
30
40
50
60
70
CA
PA
MO
TX
NY
OH
IL
MI
NJ
MA
VA
GA
CT
Canada
WA
WI
IN
MD
AZ
FL
AL
AR
KS
NC
NE
TN
OR
ME
MN
NH
OK
SC
CO
MS
Australia
IA
KY
United
AK
ND
UT
LA
NM
NV
WV
WY
DC
MT
VT
HI
SD
ID
RI
DE
NumberofRespondents
The average daily attendance for these educational institutions ranged from less than 500 to greater than 25,000
students. The largest segment, almost one-quarter of responses, came from schools/districts with 1,000-2,999
students.
What size is your educational institution
(average daily attendance)? (n=889)
9.6%
7.8%
11.2%11.0%
23.5%
16.2%
20.7%
25000 or
Greater
10,000 -
24,999
5,000 - 9,9993,000 - 4,9991,000 - 2,999500 - 999Less than 500
students

The majority of respondents (75%) were from public
K-12 schools or school districts. Additionally, 154
were from private schools, enough to allow valid
segmentation for this group.
Respondents who reported being from higher
education institutions, associations, vendors or
consultants were filtered out of the analyses in this
report. The remaining “other” includes limited
grades, technical and alternative schools.
Almost half of the private schools who participated in the survey had fewer than 500 students; whereas only 12%
of public schools/districts were this small.
What size is your educational institution?
27.6%
11.8%9.8%
14.2%13.7%
1.3%0.7%1.3%3.9%
18.4%
46.7%
12.4%
24.4%
13.7%
25000 or
Greater
10,000 -
24,999
5,000 - 9,9993,000 - 4,9991,000 - 2,999500 - 999Less than 500
students
Private K-12
Public K-12
Survey participants were fairly evenly split between those whose job is school based (42%) and those who work
at the centralized district level (58%). Two-thirds of the respondents (64%) work for a public school district.
What type is your educational
organization? (n = 899)
Public K-12
(or other
grades)
75%
Private K-12
(or other
grades)
17%
Other
8%
Do you work at a
centralized district level
or are you school based?
(n = 885)
District
level,
58.2%
School
based,
41.8%
Where do you work? (n = 893)
3.5%
13.2%
13.8%
0.9%
0.9%
3.4%
64.4%
School District, Public
School District, Private/Parochial
School Building, Public
School Building, Private/Parochial
Higher Education
Federal/State
Other

Most institutions that are part of a school
system have between 3 and 10 schools, with
the average number equal to 16 schools.
The job titles, positions and responsibilities
vary widely among school IT staff. In fact,
this wide range can make it difficult to target
similar people and to group responsibilities
for comparison purposes. Two people at
different schools can have the same
responsibilities but different titles. Add to the
mix the issue that one staff person is likely to
have multiple responsibilities and a variety of
skill sets, and it becomes increasingly difficult
to segment these job descriptions.
To this end, the survey posed two similar
questions: “Which title most closely resembles your own?” and “What best describes your position?” Based on
their title, 61% are either the IT Director, Manager or Coordinator. Based on their position, 57% are either the
main IT boss or the IT Manager/Coordinator. This means that close to two-thirds of the respondents can be
considered to be in an IT leadership role at their institution (the intended target of the survey). The responsibilities
and titles among the remaining one-third vary widely, most likely due to the multiple roles of each individual. For
example, 11% of the respondents were teachers, and about half of those were not necessarily a computer
teacher, just a tech-savvy teacher who assumed additional responsibilities.
If you are part of a school system, how many
schools are in your distrcit? (n = 762)
12.9%
22.3% 22.8%
16.7%
11.3%
14.0%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
1 - 2 3 - 5 6 - 10 11 - 20 21 - 50 More than
50

Which job title most closely resembles your own? (n = 891)
0.0% 5.0% 10.0% 15.0% 20.0% 25.0%
Federal Official
Governor’s Office Staff Member
Legislative Staff Member
College/University Official
Federal/State Program Administrator
Safety/Security Director
State School Official
Educational Service Agency Director
School Board Member
Non-Educator/Parent
Library Services Director
Superintendent (General)
School Business Official
Vendor
Curriculum Director
Deputy/Assistant/Area Superintendent
Principal/Assistant Principal
Librarian/Media Specialist
Administrative Support Staff
District Administrator
Teacher
Technology Coordinator, School-Level
Technology Coordinator, District-Level
MIS/IT Director
Percent of Respondents
This mix of job responsibilities is particularly
evident in the more specific survey questions
where close to 300 respondents (approximately
one-third) skipped these, presumably unable to
answer because they were not in a leadership IT
role and did not know the answers or because it
did not apply to them. In such cases, by skipping
the questions the respondents self-corrected the
data, and further filtering of the raw data was not
necessary. But the reader should be careful to
note the number of responses to a particular
question when analyzing those results.
What best describes your position in your
educational institution? (n = 891)
Other (please
specify)
31%
CIO/ CTO/ IT
Director or
Department
Head
31%
Network
Analyst/
Administrator
4%
Technology
Manager/
Coordinator
26%
Technology
Technician/
Support
8%

Staffing Levels
One of the key issues the survey sought to address was the number and types of IT staff based on various
enrollment levels and asset quantities. After completion of the survey, it was determined that a more consistent
benchmark for future research projects would be to measure student enrollment, assets and staffing in actual
numbers and not ranges.
To achieve this goal, we have made available a 10-question follow-up survey for all IT decision makers. We invite
you to take this short survey by visiting http://www.schooldude.com/survey. By taking this survey, you will
receive a copy of a staffing guideline research report as a follow up to this report.
Once again, just developing a common list of jobs and descriptions was a challenge. Ultimately, eleven positions
were identified and job descriptions defined, which were based loosely on those posted on state websites. Survey
respondents were then asked how many full time equivalent staff members they had for each position.
Job Descriptions
• CTO/Director: Oversees all administrative and educational information technology systems and
applications.
• Media Specialist (district-based): Oversees school library media applications.
• Technician: Performs repair and maintenance of all technology-related equipment as well as technical
support for all technology-related systems. Supports and maintains administrative and instructional
computers, software, networks, file servers and workstations.
• Technology Assistant (school-based): Performs tasks to aid in the on-going support of teachers and
students. Provides hardware and software support to teachers.
• LAN Engineer: Designs, implements and maintains local area networks in a school environment.
Supervises the installation, maintenance and operation of local area networks and associated computer
hardware and software.
• WAN Engineer: Designs, implements and maintains wide area networks in a local school agency.
Supervises the installation, maintenance, and operation of a wide area network and associated computer
hardware and software.
• Student Records Specialist: Performs technical and computer support functions for the student
information system.

MEAN
NUMBER OF
STUDENTS
PER STAFF National
Less
than 500
Students
500 - 999
Students
1,000 -
2,999
Students
3,000 -
4,999
Students
5,000 -
9,999
Students
10,000 -
24,999
Students
25,000 or
More
Students
Students per
CTO 4,560 221 699 1,407 3,507 6,615 14,792 17,184
Students per
Media
Specialist 3,059 221 609 906 1,909 3,544 10,219 11,926
Students per
Technicians 1,409 162 503 892 1,767 2,296 3,113 2,941
Students per
Tech Asst 1,552 177 523 757 1,529 1,808 5,527 3,794
Students per
LAN Engineer 4,010 201 645 1,272 3,024 6,349 12,002 9,128
Students per
WAN Engineer 5,448 191 656 1,261 3,375 6,664 14,000 11,709
Students per
Tech Support* 716 109 317 532 1005 912 1545 1577
Students per
Student
Records
Specialist 3,290 193 598 1,189 3,056 5,996 9,490 6,575
Students per
Web Specialist 5,280 211 644 1,388 3,467 6,700 14,966 16,162
Students per
Help Desk Mgr 7,440 196 657 1,350 3,511 6,449 14,966 21,975
Students per
Tech Coord 1,496 199 557 1,000 2,168 2,248 4,866 2,798
Students per
Media Coord 1,515 177 562 719 1,349 1,463 4,481 4,266
* Tech Support is defined as technicians, technical assistants, LAN engineer and WAN engineer
The mean number of students per technician is 1,409:1. This ratio is lower for small schools and increases
disproportionally for large schools/districts. Combining technicians, technical assistants, LAN engineers and WAN
engineers into a group called Tech Support, the mean number of students per tech support person drops to
716:1.
End user support is one of its most basic but time consuming functions, and the support staff ratios are very high.
Previous industry studies have typically shown that ideally one tech support staff member is needed for every
100-200 users.
A recent article in Network World cites a poll conducted by Robert Half Technology with 1,400 corporate
CIOs. They reported a mean ratio of internal end users to tech support pros of 136:1. Even this was felt
to be significantly less than optimal; those corporate CIOs reported an ideal mean ratio to be 82:1. That
study also found that bigger companies were in a better technical support staffing position. This is
opposite of K-12 educational institutions where the students to technician ratio gets higher as the
schools get larger.

Staffing Issues
With too much to do, and too little to do it with, IT leaders seem to be focused on the basics of keeping the
systems they have functioning properly. Eighty-three percent indicated that although this might be a challenge, it
was one they were able to meet.
Testing and implementing new technologies, however, is a challenge that 50% of the participants were struggling
to meet. Further emphasizing the reactive mode that school IT departments are forced into taking, three-quarters
felt that they do not have enough staff to implement new technologies, and two-thirds do not have enough staff to
plan for new technology.
Indicate the degree of difficulty you face
in each of these aspects of IT management (n = 642)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100
%
Keeping IT systems functioning properly
Supporting end-users
Planning effectively for IT needs
Testing and implementing new technologies
Monitoring student and staff technology use;
ensuring proper use
Keeping student and staff data up to date
Maintaining IT security
Integrating technology into instruction
Not a challenge Somewhat of a challenge
Definitely a challenge, but we're meeting it A challenge we're struggling to meet
School IT departments are clearly stretched thin. Only 27% of respondents felt that they have enough staff to
effectively support the needs of the school/district, and only 31% felt that they had enough staff to meet their
yearly objectives.
In the corporate world, technology is viewed as a strategic asset, and IT is validated by its ability to support the
core business. IT investments are determined based on the contribution the technology will make to the
employees’ productivity and ultimately the business’ output. In schools, the output is education, yet IT often is not
measured in terms of enhancing student education. In fact, a reoccurring theme throughout the survey is that
stretched IT departments are falling short when it comes to integrating technology into classroom instruction.
Sixty-five percent reported that they do not have enough staff to do this. Forty-five percent indicated that
integrating technology into instruction was a management challenge that they are struggling to meet.

Overall, do you feel that you have enough IT staff to:
(n = 648)
Yes, 27%
Yes, 31%
Yes, 45%
Yes, 55%
Yes, 47%
Yes, 38%
Yes, 24%
No, 73%
No, 69%
No, 55%
No, 45%
No, 53%
No, 62%
No, 76%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100
%
Effectively support the needs of the district/school?
Meet your department’s yearly objectives?
Maintain network systems adequately?
Install IT applications?
Maintain IT applications?
Plan for new technology?
Implement new technology?
In what areas do you not have enough IT staff?
(multiple responses allowed n = 642)
IT Service and
Support, 55%
Classroom
Integration, 65%
Systems
Technicians, 43%
Web Site
Development, 41%
Network
Administration, 37%
Database
Management, 33%
None,
9%
Other,
6%
In what areas do you have too much IT staff?
(multiple responses allowed, n = 621)
All Other, 5%
None, 96%

Overall, 45% of respondents felt that they did not have enough staff to install software applications, and 53% did
not have enough staff to maintain the applications. In fact, 60% reported that, during the past school year, their IT
staff was unable to complete all software installations in a timely manner. About one-third of these - 21% overall -
hired contract help for software installation.
When asked what percentage of their total IT staffing is outsourced, 41% of the survey respondents said none,
and 35% reported between 1 and 10 percent.
What percentage of your total IT staffing is outsourced?
(n = 642)
41%
10%
7%
3% 4%
35%
0%
10%
20%
30%
40%
50%
None 1-10% 11-25% 25-50% 51-75% 76-100%
During the past school year, was your IT
staff able to complete all needed software
installations in a timely manner? (n = 646)
Yes
40%
No and Did
Not Hire
Contract Help
39%
No, but Hired
Contract Help
21%

Staff Recruitment and Retention
Adding to the problem of limited staff, there was concern among the respondents that the school/district pay levels
make it difficult to recruit for additional IT positions. Forty percent felt that the school pay scale was too low,
making it difficult to recruit, while 44% said the pay could be better but were still able to recruit. The biggest
obstacle faced in retaining IT staff members is the salary is not competitive enough with similar positions in other
industries. Heavy workloads and not enough opportunities for advancement were also cited as significant
obstacles.
Is the school/district pay scale sufficient for recruiting IT staff?
(n = 635)
The pay scale
could be better,
but still able to
recruit, 44%
The pay scale is
too low, making it
difficult to recruit,
40%
The pay scale
is competitive
enough to
recruit
effectively,
16%
What is the biggest obstacle you face in retaining IT staff members?
(n = 630)
Workload too
much, 28%
Not enough
opportunities for
advancement, 18%
Other, 14%
Underqualified
for job
responsibilities,
6%
Salary not competitive
enough with similar
positions in other
industries, 34%

What percentage of your department's workload
is spent reacting to technical problems
(as opposed to working in a proactive mode)? (n = 636)
76-100%
51-75%
25-50%
11-25%
1-10%
None
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
One of the most concerning findings of the study is the percentage of workload that is spent reacting to technical
problems as opposed to working in a proactive mode. Just over half (55%) reported that 50-100% of their
department’s workload is spent reacting to technical problems. Working in a reactive mode makes it difficult to
plan, test or implement new systems and software. With the rate at which some technology changes, it becomes
easy to invest too much staff time in supporting outdated and ineffective applications.
Percent of Percent of
Time Responses
None 1%
1-10% 6%
11-25% 11%
25-50% 28%
51-75% 35%
76-100% 20%

IT Assets
The National Center for Education Statistics has tracked a steady increase in the number of computers in schools
over the past decade. Computers are used by administrators, staff and teachers to support daily school
operations. In addition, students have access to common computers in labs and media centers, and personal
computers are increasingly found in the classroom. Declining prices and funding programs have also encouraged
more investment in school computers.
This survey found the average school to have about 2,000 desktop computers.
MEAN
NUMBER OF
COMPUTERS National
Less
than 500
Students
500 - 999
Students
1,000 -
2,999
Students
3,000 -
4,999
Students
5,000 -
9,999
Students
10,000 -
24,999
Students
25,000 or
More
Students
# of
PCs/Desktops
designated as
lab computers 940 95 592 291 546 984 2,014 7,021
# of
PCs/Desktops
designated as
staff computers 963 475 162 906 402 718 1,287 6,235
# of
PCs/Desktops
designated as
student
computers 1,434 143 247 408 662 1,056 3,254 12,514
TOTAL
NUMBER OF
COMPUTERS 2,008 425 648 1,095 1,109 1,545 3,895 10,098
There is a general feeling within the education industry that one technician typically supports 300–500 computers.
This study found the overall mean ratio to be a little higher: 550 computers per technician. Since the level of
support needed can vary by the use of the computer, distinctions were made between the number of computers
designated as staff computers, lab computers and student computers.
MEAN
NUMBER OF
COMPUTERS
PER
TECHNICIAN National
Less
than 500
Students
500 - 999
Students
1,000 -
2,999
Students
3,000 -
4,999
Students
5,000 -
9,999
Students
10,000 -
24,999
Students
25,000 or
More
Students
student
computers per
technician 219 140 92 179 204 246 430 449
lab computers
per technician 203 78 271 157 212 183 263 383
staff computers
per technician 128 123 61 102 131 150 164 247
TOTAL
COMPUTERS
PER
TECHNICIAN 550 341 424 438 547 579 857 1,079

Other industry research has suggested that one support person is needed for every 6-20 servers. As with
desktops, the use of the server has an impact on the amount of technical support needed.
MEAN
NUMBER OF
SERVERS National
Less
than 500
Students
500 - 999
Students
1,000 -
2,999
Students
3,000 -
4,999
Students
5,000 -
9,999
Students
10,000 -
24,999
Students
25,000 or
More
Students
# of File
Servers 23.0 6.5 6.2 8.2 17.3 28.7 46.1 153.2
# of Database
Servers 7.4 3.0 4.1 3.7 4.3 7.8 14.9 40.7
# of Application
Servers 9.7 3.3 5.0 4.8 7.3 14.1 20.4 47.1
TOTAL
NUMBER OF
SERVERS 34.2 11.4 14.6 14.7 25.1 39.4 69.1 168.7
MEAN
NUMBER OF
SERVERS
PER
TECHNICIAN National
Less
than 500
Students
500 - 999
Students
1,000 -
2,999
Students
3,000 -
4,999
Students
5,000 -
9,999
Students
10,000 -
24,999
Students
25,000 or
More
Students
File Servers
per technician 5.2 5.0 2.8 4.2 5.6 6.4 5.1 9.8
Database
Servers per
technician 1.9 1.7 2.1 1.9 1.6 1.7 1.5 3.6
Application
Servers per
technician 2.4 1.7 2.6 2.5 2.0 2.8 2.7 2.4
TOTAL
SERVERS
PER
TECHNICIAN 9.5 8.4
7.5 8.6 9.2 10.9 9.3 15.8
More than three quarters of respondents
conduct an inventory of IT assets every
school year for internal use. Yearly IT
asset inventories are also often
conducted for school boards and the state
Department of Education.
How often do you conduct an inventory
of IT assets and to whom do you report
the results? (n=509)
0
100
200
300
400
For internal use For the School
Board
For the State DOE
#ofresponses
Twice per Year Every School Year Every Other Year

Software and Systems
The majority of respondents (79%) have licenses with 20 or fewer different software vendors. The mean number
is 16. Manufacturers and national direct marketers are the primary vendors for information technology products
and accessory purchases.
How many different software vendors
do you have licenses with? (n = 548)
9%
7%
1% 1%
3%
23%
28% 28%
0%
5%
10%
15%
20%
25%
30%
1-5 6-10 11-20 21-30 31-50 51-75 76-100 More than
100Number of Vendors
PercentofResponses
What type of vendor do you primarily use for information
technology products and accessory purchases? (n = 547)
1%
1%
2%
3%
6%
40%
48%
0% 10% 20% 30% 40% 50%
Consumer electronic superstores (such as Best
Buy, Circuit City)
Computer superstores (such as CompUSA)
Web resellers (such as Amazon.com, Buy.com,
Newegg.com)
Office supply superstores (such as Office Depot,
Office Max, Staples)
Government resellers (such as GTSI)
National direct marketers (such as CDW-G,
Insight Enterprises, PC Connection, PC Mall and
Manufacturers (such as Dell, HP, Lenovo)

Almost half of all respondents (45%) have a functioning software based help desk, and another 10% are currently
developing or implementing one. Commercial software systems make up 40% of the Help Desk systems; Thirty-
five percent are email-based. Private schools are much less likely to have a software-based help desk: only 27%
currently have one functioning, and another 13% are under development. This is most likely due to the typically
smaller school size with fewer students, staff and assets.
Has your educational institution
implemented a software based
Help Desk? (n=555)
45%
16%
29%
10%
0%
20%
40%
60%
80%
100%
No, we have other
more pressing
needs
No, we need to
have one but it is
not actively being
pursued
No, but one is
currently being
pursued (developed
or purchased)
Yes, we have a
functioning Help
Desk
If you have any kind of Help Desk,
what type is it? (n = 382)
Paper -
based
6%
Email -
based
35%
Software
(purchased)
40%
Software
(developed
in-house)
19%

Comparison of Public and Private Schools
Software Based Help Desk
51%
10%
15%
25%27%
13%
20%
40%
0%
10%
20%
30%
40%
50%
60%
Yes, we have a
functioning Help
Desk
No, but one is
currently being
pursued (developed
or purchased)
No, we need to have
one but it is not
actively being
pursued
No, we have other
more pressing
needs
Public K-12 Private K-12
Requirements in No Child Left Behind are
expected to prompt schools to use
technology to better track school and
student performances. Indeed, 42% do
already have a system up and running.
The flip side, however, is that 57% do not
yet have a student database system,
although half of those are either currently
implementing a purchased system or
developing an in-house system.
Again, implementation appears to be
slower in private schools, where only 21%
already have a system, and 42% have not
yet planned for a system.
Has your educational institution
implemented a database system that
tracks student and school performance?
(n=548)
42%
15%
5%
19%
18%
0%
20%
40%
60%
80%
100%
We have not yet
planned for such a
system
We are investigating
our options
We are currently
developing a system
in house
We are currently
implementing a
purchased system
We already have a
system up and
running

Comparison of Public and Private Schools
Database System to Track
Student & School Performance
11%
20%
5%
17%
8% 9%
47%
21%
19%
42%
0%
10%
20%
30%
40%
50%
We have not yet
planned for such a
system
We are investigating
our options
We are currently
developing a system
in house
We are currently
implementing a
purchased system
We already have a
system up and
running

Just over a third of all respondents
reported that all of their schools have
wireless networking, with most having
some portion of their schools with this
capability. Private schools were twice as
likely as public schools to have wireless
networks installed in all of their schools (of
course many private school systems
consist of only one school).
Comparison of
Public and Private Schools
Wireless Networking
31%
63%
0%
20%
40%
60%
80%
Yes, in all of our schools
Almost all of the school systems (94%) have an enterprise-level anti-
virus solution in place.
Just over one-quarter of those surveyed did not have a secure, remote access system in place (26%), 14% are
developing a system and 22% have one implemented but it is not being utilized to the fullest.
Do you have wireless networking
in your schools? (n=557)
38%
14%
15%
21%
13%
0%
20%
40%
60%
80%
100%
No, not in any of our
schools
Yes, in a few of our
schools
Yes, in some of our
schools
Yes, in most of our
schools
Yes, in all of our
schools
Do you have an
enterpise level anti-virus
solution in place?
(n = 555)
Yes
94%
No
6%

Do you have secure remote access? (n = 553)
We have
implemented a
system but it is not
yet utilized to the
fullest, 22%
We have
implemented and
currently use a
secure remote
access system, 38%
We are
currently
developing/
implementing
a system, but
it is not yet
utilized, 14%
We do not have a
secure remote
access system, 26%

Eighty-two percent of respondents said that is
it very or somewhat important to have a single
sign-on of all of their school applications and
to have an integrated security model.
The most commonly reported strategies for a
single sign on include use of active directory
and LDAP implementation. Other approaches
include Kerberos, Citrix, Novell, Sharepoint
and developing more stringent password
policies.
Only 29% of the IT leaders surveyed have implemented, or have plans to implement, a school interoperability
framework. More than one-quarter had never heard of a school interoperability framework.
Do you have plans to implement a school interoperability framework
(SIF)?
Never heard of SIF,
28%
Heard of SIF, but
have no immediate
plans to implenent,
43%
Heard of SIF, and
planning to implement
or currently in the
process of
implementing, 20% Havealready
implementedaSIF,
9%
Do you view that is is important to
have a single sign on for all of your
organization applications and have
an integrated security model?
Very
important
40%
Somewhat
important
42%
Of minor
importance
12%
Not at all
important
6%

Software as a Service (SaaS)
Software as a Service (SaaS) is a computer application that is delivered as a service rather than being physically
installed on school servers or individual desktops. Users access the software via their PC web browser or mobile
device. SaaS applications free IT staff from installation, upgrade and software maintenance chores.
In early 2007, InformationWeek conducted a Software as a Service survey with 250 business technology
professionals. The research showed that the majority were familiar with the delivery model and that almost one-
third were using it for one or more applications. Small businesses were expected to be key drivers, and indeed
the survey found that small- to mid-size businesses were adopting it faster due to cost savings from less hardware
and staff support.
Given that most school IT departments face
constraints similar to small businesses, the IT
survey posed a series of similar questions regarding
Software as a Service. In comparison, IT leaders in
school systems seem to be about as familiar as
business IT leaders with the Software as a Service
delivery model. More than 80% of both groups are
very or somewhat familiar with it.
However, schools have adopted SaaS
application more readily than businesses; 53%
of schools versus 29% of businesses reported
that they currently use one or more SaaS
applications.
Do you currently use any Software as
a Service applications?
IT
School
Survey
Info
Week
Survey
Currently use for one or more
applications
53% 29%
Plan to adopt within next 12 months 2% 9%
Plan to adopt in more than 12 months 2% 2%
Under consideration, but no decision yet 22% 24%
Don’t plan to use any 21% 36%
Among those who are already using SaaS applications, both
groups cited ease of deployment as the main reason for
adoption (72% and 69%). More flexibility to support changing
application needs was also a common response among both
groups. Not surprisingly, two-thirds of school IT leaders
indicated that the fact that SaaS applications require less
technical support was also a main reason for choosing
them. This was not a response choice on the InformationWeek survey. This finding supports the emerging
conclusion that school IT departments are stretched thin and are anxious for ways to better manage the workload
for their technical support staff. Ease of use was also of importance to the IT school leaders and is another
example of the emphasis on solutions that can reduce the need for IT help. Interestingly, ease of use was cited
more than twice as often by the school group than the corporate group (41% vs. 19%). More business IT
leaders indicated lower costs as a main reason than did their counterparts in schools (43% vs 34%).
How familiar are you with the
Software as a Service delivery
model?
38% 37%
46% 49%
16% 14%
0%
20%
40%
60%
80%
100%
IT School
Survey
Information
Week Survey
Not at All
Familiar
Somewhat
Familiar
Very familiar
Respondents who
currently use SaaS for one
or more applications
53%
29%
0%
25%
50%
75%
100%
IT School
Survey
Information
Week Survey

If you are already using them, what are your main reasons for adopting SaaS?
(Select all that apply.)
20%
8%
32%
43%
19%
52%
69%
16%
17%
18%
28%
34%
41%
47%
63%
72%
0% 20% 40% 60% 80%
Other
Not locked in to long license
More reliable
Easier to change number of users
Lower and/or more predictable software costs
Ease of Use
More flexibility to support changing application needs
Requires less technical support
Ease of deployment
IT School Survey
Information Week Survey
Among those who are not already using SaaS applications, school IT leaders said that concerns about costs
(40%) and concerns about reliability and response times (38%) were the two biggest issues. Business IT leaders
indicated that the biggest issues were concerns about security (48%) and not seeing and advantage over
commercial products (42%).
If you are not already using them, why aren’t you adopting SaaS applications?
33%
26%
16%
29%
15%
42%
27%
31%
31%
48%
22%
40%
30%
9%
13%
15%
15%
20%
22%
22%
23%
25%
26%
38%
40%
0% 20% 40% 60%
Features and functionality
Loss of development control over key software applications
Won’t fit the needs of our dynamic organization
We have no need for it
Difficult to measure ROI
Don’t see advantage over commercial software products
Lack of available applications
Too entrenched
Other
Interoperability with legacy systems
Concerns about interoperability with other software
Concerns about Security
Exisiting software licenses are adequate
Concerns about Reliability and Response Times
Concerns about costs
IT School Survey
Information Week
Survey
Data security and integration with non-SaaS applications were considered by both groups to be the biggest
challenges with the SaaS model.

Whether you are using any applications or not, what do you
consider to be the biggest challenges with SaaS?
24%
6%
11%
26%
26%
20%
36%
21%
56%
62%
15%
15%
16%
18%
19%
20%
31%
34%
40%
40%
0% 20% 40% 60% 80%
Lack of application development and enhancement
Other
Less value in subscribing over licensing
Unclear ROI
Not enough offerings
Lack of flexibility
Data control
Unclear cost advantage
Data security
Integration with non-SaaS applications
IT School Survey
Information Week Survey
When asked how big of a concern
security is in SaaS, 87% of the
business IT leaders classified it as a
major concern, compared with only
48% of school IT leaders.
There are a number of key benefits that can be attributed to subscribing to SaaS-based solutions, including:
1
How big of a concern is security in SaaS?
47%
87%
41%
12%12%
1%
0%
25%
50%
75%
100%
IT School Survey Information Week
Survey
No Concern
Minor Concern
Major Concern

2Time: SaaS solutions often provide significant implementation cycle time benefits and are quite often
considerably less complex to configure and launch. This typically delivers a higher return on investment (ROI) and
time to value for your software subscription. The overall project management planning and execution is quite
straightforward and results in rapid implementation of your software solution.
1Risk: Because the implementation complexity is greatly reduced with a configurable SaaS-based solution, the
overall risk to your enterprise is lessened considerably, and the success rate of meeting your initial
implementation goals is appreciably improved.
1Scalability: Most SaaS solutions are designed and architected to be quite agile and are equipped to quickly and
easily scale your software application solution to meet the requirements of your institution with no hardware, IT
resource, or procurement lead time requirements.
2
IT Resources: SaaS-based solutions position your internal IT organization to continue to focus on strategic and
mission-critical projects and rely on considerably less on-going internal IT support resource commitments than
traditional client/server and mainframe-based software applications. SaaS solutions are appealing to many IT
organizations that are currently over-committed and under-staffed.
1Cost: Most experts and analysts agree that SaaS solutions deliver a lower total cost of ownership (total of
hardware, software licensing, infrastructure, support staff, and overhead costs over time) than traditional
client/server and mainframe-based software solutions. SaaS solutions also require lower upfront costs while
making planning and budgeting easier with more predictable costs throughout the subscription agreement.
1Simplicity: SaaS solutions offer less technology complexity than traditional IT solutions, which require internal
staff members to deal with various issues surrounding the application hardware, application software, operating
system software, middleware software, and infrastructure software and hardware. There are also change, release
and configuration management procedures that need to be designed and implemented for each of these layers of
technology to manage the on-going maintenance, upgrades and support for each component.
1Configurability: SaaS solutions typically offer many configuration options versus the ability to be customized.
Although this model limits the ultimate flexibility of the application software, it generally is in the best interest of
each customer in that on-going updates and enhancements can be applied on a frequent basis without “breaking”
the application or creating extended version upgrade outages. In most enterprises, customized software is
considerably more expensive to operate and maintain than software where vendor configuration options are
administered.
1Enhancements: Most SaaS solution providers today have maintenance and enhancement release schedules
that are considerably shorter than traditional client/server and mainframe software applications. The updates also
do not require scheduling internal IT resources and application experts to review and apply the software changes.
1Access: SaaS solutions leverage Internet access, which is ubiquitous for most organizations today. A key
advantage is that they provide secure access from anywhere at anytime for your facilities and maintenance team,
administration and staff, faculty, and students.
1Business Continuity: Proven SaaS solution providers have made a thoughtful and considerable investment in
comprehensive business continuity and disaster recovery plans and procedures to ensure that their customers do
not experience any serious application outages. Internally hosted software applications require an appropriate
investment of time to ensure that contingency plans are defined, developed and implemented accordingly.
There are two additional benefits that SaaS solutions offer that appeal to many IT organizations. First, these
solutions are typically “green” in that they do not require additional internal investments in data center floor space,
cooling and power. Secondly, SaaS solution providers typically leverage the latest “virtualization” techniques to
maximize their investments in hardware and software to support their application offerings.

IT Funding
Forty-three percent of the
survey participants felt that
school board/district leaders
understand the importance of
IT as it relates to the overall
goals and mission of the
organization and that they are
very supportive of IT. Another
49% said they understand the
importance but are not as
supportive financially.
Does your IT budget . . . (n = 541)
2% 2% 2%
29% 34% 29%
36%
39%
34%
33%
25%
34%
0%
25%
50%
75%
100%
Allow you to meet the
overall expectations of
the School Board /
District leaders?
Allocate enough
financial resources to
support the computer
assets that have
already been
purchased?
Allocate enough
financial resources to
invest in new computer
assets that are needed
to meet state
requirements?
IT budget is severely
less than needed
IT budget is slightly
less than is needed
IT budget is
sufficient
IT budget is more
than is needed
One-third reported that the IT budget was severely less than they needed in order to meet the overall
expectations of the school board/district leaders. One-quarter felt that the budget was severely less than they
needed to support their existing computer assets, while 39% thought that the budget was slightly less than
needed. Regarding the financial resources needed to invest in new computer assets to meet state requirements,
34% reported that their IT budget was severely less than needed, and another 34% felt that it was slightly less
than needed.
Forty-three percent responded that IT security is viewed as a priority but that funding is insufficient.
How well do the School Board/ District leaders understand
the importance of IT as it relates to the overall goals
and mission of the organization? (n = 538)
They understand the
importance and are
very supportive of IT,
43%
They understand the
importance but are
not as supportive
financially, 49%
They do not feel that
IT is important to the
overall goals, 8%
Is IT security viewed as a funding priority? (n = 543)
It is viewed as a
priority and funded
accordingly, 38%
It is viewed as a
priority but funding
is insufficient, 43%
It is not viewed
as a priority and
therefore not
much money is
allocated for it,
19%

Strategic IT Issues
For eight years, EDUCAUSE has conducted a current issues survey with higher education information technology
leaders to “rate the most critical IT challenges facing them, their campuses, and/or their systems.” In 2007, 1,785
respondents completed the survey. To see if the issues facing K-12 IT leaders were the same, a similar set of
questions were included in this survey. IT funding was identified as the most important issue to resolve for
strategic success from both groups. However, the K-12 IT professional is also concerned about faculty
development and staffing, whereas the higher education group identified security and administrative/ERP systems
as important for strategic success.
The K-12 school survey found IT funding to be the issues with the potential to become more significant in the
coming year. The EDUCAUSE survey found security to be the number one issue with potential in the higher
education market.
Which issues are most important for
your School/ District to resolve for
strategic success? K-12 IT Survey 2007 EDUCAUSE 2006 EDUCAUSE
Number 1 Concern
Funding IT Funding IT Security
Number 2 Concern
Faculty Development,
Support and Training
Security
Funding IT
Number 3 Concern Staffing/ Training
Administrative/
ERP/ Information
Systems
Administrative/ ERP/
Information Systems
Which issues have the potential to
become more significant in the
coming year? K-12 IT Survey 2007 EDUCAUSE 2006 EDUCAUSE
Number 1 Concern Funding IT Security Security
Number 2 Concern
Identity/ Access
Management
Funding IT
Number 3 Concern Security Funding IT
Disaster Recovery/
Business Continuity

Infrastructure was identified by the K-12 group as the issue on which most of their time was spent. The
EDUCAUSE survey found funding to be the number one most time-consuming issue.
Which issues are you spending
most of your time addressing? K-12 IT Survey 2007 EDUCAUSE 2006 EDUCAUSE
Number 1 Concern Infrastructure Funding IT Funding IT
Number 2 Concern
Information Systems
Information Systems
Number 3 Concern Funding IT Strategic Planning Strategic Planning
The K-12 IT leaders reported that most of their financial resources were spent on infrastructure. The higher
education leaders said that their schools were spending most of their financial resources on
Administrative/ERP/Information Systems.
On which IT issues is your
school spending the most
financial resources? K-12 IT Survey 2007 EDUCAUSE 2006 EDUCAUSE
Number 1 Concern Infrastructure
Information Systems
Information Systems
Number 2 Concern
Information Systems
Infrastructure Infrastructure
Number 3 Concern
Electronic
Classrooms
Support
Services/Service
Delivery Models
Conclusions
Information technology professionals in the K-12 education sector are in a difficult situation. The staffing levels in
these departments are low in relation to the number of end users and IT assets they support. Comparisons to IT
ratios in non-education industries show that school tech support staff is responsible for about five times as many
end users. Staffing shortfalls translate into reduced benefits in both operations and the classroom. The IT
workload is primarily reactive, making it challenging for IT leaders to plan for or implement new technologies or to
integrate technology into instruction. And although school/district leaders are often supportive of IT, and
understand its importance to the institution’s overall goals, funding is not always a priority or available.
Even with these challenges, K-12 schools have made some technological advancements. Almost all schools now
have an enterprise-level anti-virus solution in place. Wireless connectivity and remote, secure access are
becoming more prevalent. Changes in application solutions are also helping under-staffed IT departments.
Software as a Service applications are particularly seen as beneficial since there is no software to be installed or
maintained on individual computers, freeing up staff for other needs.

Survey Methodology
This study was developed by SchoolDude.com and eSchool News. Together, we designed a 44-question online
survey to address educational IT issues. During June 2007, an email announcement with a hyperlink to the on-
line survey was sent to school district leaders and IT administrators. Targeted respondents included both
members and non-members of the SchoolDude community and subscribers and non-subscribers to
eSchoolNews.
Many organizations, such as the Consortium for School Networking, Association of School Business Officials
International, and MassCue participated in distributing the survey. By combining efforts, more than 400,000 people
were contacted. By the close of the survey in September, 956 respondents had completed the questionnaire.
Notes on Statistical Analysis and Survey Limitations
1. Although 957 individuals responded to this survey, some were not members of the targeted audience (public and
private K-12 schools). The raw survey data was cleaned based on the answer to question 3: What type is your
organization? The answer choices were “public K-12 or other grades,” “private K-12 or other grades” and “other.”
Twenty-four respondents who answered “other” and then indicated they were vendors, consultants, association
administrators or from higher educational facilities were dropped from the analysis. In addition, there were 27
respondents who skipped this question and therefore were also dropped. This resulted in 899 respondents being
included in this analysis.
2. The survey questions were aimed at information technology leaders, however the respondents represented a range
of job positions (see the results of question 6 in the report). This became particularly evident in some questions
where close to 300 respondents skipped the question, presumably unable to answer because they were not in a
leadership IT role and did not know the answers or because it did not apply to them. In such cases, by skipping the
questions the respondents self-corrected the data, and further filtering of the raw data was not necessary. But the
reader should note the number of responses to a particular question when analyzing the results.
3. For many of the questions that asked for a numerical response, the respondent was given choices that covered a
numerical range (eg. “How many FTE employees does your institution have…”). Although this makes it easier for the
person responding to the survey to answer “6-10,” it limits the exactness of the analysis. It should be noted that, in
such cases, the midpoint of the range was used for statistical calculations. Some ratios, such as the computers per
technician, required the use of midpoints for both variables.
4. Statistical calculations were derived by eliminating responses that were: significantly different from the distribution
(outliers), left blank and, when appropriate, equaled zero.
References and On-Line Resources
1. InformationWeek, Businesses Get Serious About Software as a Service, April 2007
http://www.informationweek.com/story/showArticle.jhtml?articleID=199000824
2. Network World, Tech Support Could Use More Help, September 2007
http://www.networkworld.com/newsletters/itlead/2007/0910itlead1.html
3. EDUCAUSE QUARTERLY, Current Issues Survey Report, 2007
4. SchoolDude.com, http://www.SchoolDude.com
5. eSchoolNews, http://www.eSchoolNews.com
6. National Center for Education Statistics, http://nces.ed.gov/
7. National Clearinghouse for Educational Facilities, http://www.edfacilities.org/

About SchoolDude.com
SchoolDude has become the nation’s #1 provider of on-demand software designed exclusively for the unique
needs of support services professionals. We now serve more than 3,100 educational institutions (school
districts, colleges and universities, and private schools), representing more than 14 million students.
While we have long been known for our facility operations solutions, what is not as well known is that SchoolDude
is one of the top vendors serving the senior-level IT decision maker. To help solve the challenge of “too much
stuff…and not enough staff,” we launched our IT suite of products – ITAMDirect (hardware and software asset
management), ITDirect (help desk management) and ITWireless (wireless incident management). Beginning in
2005, these IT products provided breakthrough pricing and performance unique to the education industry.
SchoolDude’s accomplishments serving the CIO/CTO/IT Director include:
• The rapid adoption of our three IT management solutions by more than 1,100 IT departments.
• Being the #1 company, and the market leader, serving educational institutions with the Software as a
Service (SaaS), on-demand model.
• Our launch of ITAMDirect is providing a breakthrough in price/performance for managing your hardware
and software assets with our leading on-demand offering. With just a simple installation of an agent on
your MAC or PC, you can get instant and rich information on your hardware and software assets. More
than 180 educational organizations have adopted this new breakthrough approach.
• Our comprehensive, integrated suite of products serving multiple departments – leveraging IT costs and
training across the entire educational institution.
• Serving the unique needs of business, information technology, energy, facility and transportation
educational operations professionals with solutions to improve efficiency and productivity and save
money.
• Being recognized by Inc. magazine as one of the fastest growing private companies in the U.S. in 2006
and 2007; Deloitte as one the fastest growing technology companies in North America in 2006 and 2007;
the Triangle Business Journal as one of the top 50 fastest growing companies and a Best Place To Work
in North Carolina in 2006 and 2007.
• Spending an enormous amount of time and resources getting to know you and your challenges through
support of educational organizations, such as CoSN, ISTE, NECC, EDUCAUSE, Campus Technology,
League of Innovation, and many more.
To learn how SchoolDude’s IT solutions:
• Automate networked asset data collection
• Identify missing assets
• Save up to 25% on license renewals through tracking and compliance
• Dramatically reduce the need for field audits of IT assets by 50% or more
• Support long-term planning and life cycle costing
• Reduce incident requests 10-20% with request troubleshooting and knowledge base
• Save the IT staff approximately 30 minutes per incident annually
Please contact us toll free at (877) 868-3833 or email sales@schooldude.com
For more information, please visit http://www.schooldude.com
To learn more about SchoolDude's IT products, please visit http://www.schooldude.com/public/technology/

About eSchool News
eSchool News covers education technology in all its aspects – from legislation and litigation, to case studies, to
purchasing practices and new products. First published in March of 1998, eSchool News is a monthly print
newspaper providing the news and information necessary to help K-20 decision-makers successfully use
technology and the Internet to transform North America's schools and colleges and achieve their educational
goals. The print newspaper is read by more than 300,000 school leaders, and a companion web site – eSchool
News Online (http://www.eschoolnews.com) is visited by more than 300,000 unique visitors each month, including
135,000 registered members.
eSchool News is a marketing solutions company serving the education technology industry. Throughout our 25-
year history, we have created the most comprehensive portfolio of products and services in the industry. We offer
access to the broadest reach and deepest range of education technology professionals worldwide across the
entire technology spectrum: the creators, sellers and buyers of technology around the world.
Every day, our editorial, sales and marketing professionals share their content expertise to help our customers
grow their businesses. We leverage the immediacy of online, the networking of face-to-face opportunities, the
expert interaction of web seminars, and the breadth and depth of print to create compelling, focused media that
delivers measurable results.
Mission
eSchool News – helping educators succeed by:
• Providing the latest news, resources and reports on the applications of technology to improve learning
• Providing resources and tools to evaluate the funding, purchasing and the evaluation of technology in the
education systems
• Assisting educators in forming collaborative alliances and providing a valuable resource bank for the
exchange of information, ideas and best practices.
In order to fulfill our mission, we pledge the following:
• We will treat each member as though the success of our organization depends on that individual alone
• We will continue to increase the value and benefits of our services, programs and products
• We will deliver what we promise
• We will conduct our business in a manner which commands the respect of the public for our industry and
for the goals toward which we strive.

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