Mission
Transforming K12 Education™

Our Three Core Beliefs
Infinite Campus™ products and services are based on three core beliefs:

1. Public education exists to serve society, its customer. All aspects of society are being transformed by information technology.
    
2. In order to prosper, educators must employ modern information technology to meet the demands of its new customer, the information society.
    
3. Information technology should streamline administrative tasks while enabling new and innovative educational processes.

To meet this challenge, Infinite Campus has developed a set of integrated applications for state departments of education, regional consortia, and local school districts to manage student information. Integration is the key to the Infinite Campus approach. With a turnkey solution that can be tailored to meet the needs of individual stakeholders, Infinite Campus customers are able to experience the benefits of their technology investment more quickly and at a lower total cost of ownership than any other approach.

In order to guarantee the success of every customer, Infinite Campus has created a dedicated project management, training, data conversion and support staff. Skilled and experienced people are critical to successful technology projects. Working with a single vendor assures Infinite Campus customers that issues will be addressed swiftly and completely.

For more than twelve years Infinite Campus has successfully implemented its solutions for customers of all sizes. The Infinite Campus customer base includes more than 1,200 districts in 44 states with more than 3 million students. Infinite Campus customers range from districts with fewer than 100 students to those with more than 100,000 as well as regional consortia and state departments of education.

Vision
Public K12 education exists to serve its customer, society. As society changes, so must K12 education. When America shifted from an agrarian to an industrial economy over a century ago its educational system was transformed into the model we have today. Grade levels, terms and periods, grading curves, and credits are all artifacts of the factory school designed to create the factory workers and managers needed to power the industrial society.

Today, many have observed that our K12 educational system is broken as if something was changed to cause its demise. In fact, our schools are struggling because they have not changed to keep pace with the new information economy. While other sectors of our economy have embraced systemic change to survive, public education has implemented only piecemeal changes that have done little to address the true nature of the information age.

We believe that information technology is the catalyst that will transform education as it has other sectors of society. We have shown that by adapting and applying technology and practices used by the private sector to K12, educators can be more productive in their daily tasks and accomplish things previously thought to be impossible.

Goals

1. Streamline Educational Processes
   Educators are spending an increasing amount of time performing administrative tasks; tasks that can be simplified or eliminated by technology. Streamlining time consuming processes such as student enrollment, scheduling, attendance, and grading providing more time and resources which can be redirected toward planning and instruction.
   
    
2. Promote Stakeholder Collaboration
   The weakness of public K12 education is the size of the problem; millions of teachers, tens of millions of students, and even more parents and guardians. Using information technology, this weakness can be turned into a strength. Individual student performance will improve the more teachers interact with administrators, parents and other teachers. Moreover, enabling teachers to collaborate electronically, regardless of location, allows them to share their knowledge and experience improving the entire system.
   
    
3. Individualize Education
   The industrial education model is focused on process and consistency; raw materials (students) are processed into a finite set of finished goods (graduates) using predefined processes. The information age model treats people as individuals; each student may follow his/her own path to a set of unique outcomes. This new model stresses individual growth over group averages. The key artifact of education in the information age is the Individualized Learning Plan (ILP).