Contracts with the biggest districts typically get the most attention and are the most lucrative. But the vast majority of the nation’s school districts have fewer than 2,500 students–and those systems offer terrific opportunities for companies.
District leaders place different values on seeing ESSA-focused terms like “evidence-based” and “nonacademic” factors in digital content providers’ marketing materials, a new, proprietary Education Week Research Center survey finds.
A new analysis reveals what K-12 superintendents want, and don’t want, from ed-tech providers, in terms of support, building trust with the district, and delivering high-quality produts.
Identifying the right company in a foreign market to represent and distribute your company’s products can be the difference between failure and success.
Digital providers trying to land K-12 contracts over heavily favored incumbents should think about reaching out to administrators focused on professional development–not to overburdened procurement staff.
Hal Friedlander, the former chief information officer of the nation’s largest school district, talks about how new and emerging digital providers can compete with established players for K-12 contracts.
Many Western and Southern states are projected to see dramatic surges in enrollment in pre-kindergarten through grade 8, topped by Nevada, at 27percent growth, and Arizona at 20 percent.
To succeed in the international market, companies need to bridge cultural divides, grasp the nuances of currency differences, and learn to work with resellers, consultant George DeBakey tells EdWeek Market Brief.
A growing number of commercial and nonprofit efforts are slowly emerging to create a shared set of expectations for vendors and school officials for judging the quality of products.
Teachers are much more likely than district and school administrators to see various challenges with digital content as problematic than are district and school administrators, a proprietary Education Week Research Center survey reveals.