Device Loss in Schools: How Big of a Deal Is It? 

Now that 90% of school districts in the U.S. provide 1:1 devices for every middle and high school student (nearly as many do the same for elementary students), the financial investment in that technology is substantial. 

Beyond the costs of replacing aging technology, many school districts are increasingly concerned about asset loss: devices being damaged or going missing outright. Frontline recently polled 26 school business and technology leaders about their views on asset loss in their districts, and what concerns them the most. 

Respondents represented districts across 14 states, covering a mix of rural, suburban, and urban areas, and ranged in size from fewer than 600 students to over 10,000. 

Here are some of the most interesting findings: 

Concerns About Asset Loss 

When asked about the risk of losing student-issued devices like laptops and tablets, only 5 respondents indicated low or no concern. More than half said they were “Very Concerned” or “Extremely Concerned.” 

Device loss among staff members seems to be less of an issue, though still noteworthy: nine respondents said they were “Moderately Concerned” (5), “Very Concerned” (2), or “Extremely Concerned” (2) about losing devices issued to staff. 

What contributes most to that asset loss? Overwhelmingly, respondents said “Damage,” with only a handful pointing to theft or device misplacement as their primary cause of loss. 

Just how much device loss a district experiences varies, and the financial impact can be significant. More than half of respondents reported annual loss rates of 6% or more. 

That’s no small thing. For a district with 2,000 students and a 1:1 program in which each student is issued a Chromebook (at $300 per device), a 6% rate of loss would cost the district $36,000. Even that is a conservative estimate: many Chromebooks cost more than $300, and a substantial percentage of districts reported loss rates of more than 10%. 

Reducing Device Loss 

The fear of losing or having to replace expensive devices certainly has many district officials thinking about better ways to safeguard those assets. 

This begins with physical inventory audits, which are crucial for giving school districts an accurate picture of the assets assigned to people in each school building and the confidence that their records are correct. Additionally, districts that have purchased technology using certain federal funding sources will have to demonstrate those devices are being used in certain ways. For example, a district that used ESSER funds to purchase special education technology must ensure those devices are used to directly support students with disabilities. In the event of a federal audit, non-compliance could result in financial penalties. 

All respondents said their school districts conduct physical inventory audits, at least from time to time. The vast majority (18) said they conduct them annually, though six noted that physical inventory audits are done “Rarely (less frequently than every three years).” 

Fees, Fines, and Consequences 

Consequences for asset loss vary. Some respondents indicated that discretion is applied based on factors such as the number of devices someone has lost or damaged and whether the damage was intentional. Most districts, however, take action of some kind: issuing fines or replacement fees was the most common response, followed by disciplinary measures or additional training on device care. Interestingly, seven respondents said their district takes no action in response to asset loss, though it is unclear whether this is a deliberate policy or a reflection of insufficient asset tracking capabilities. 

Use of Asset Management Software 

Managing hundreds or thousands (or hundreds of thousands) of assets is no simple task. While some districts may still be tracking assets using paper records or spreadsheets, the majority (20 out of 26) said they use some form of asset management system. It’s unclear if these are systems purpose-built for K-12, like Frontline’s Asset Management, or whether districts are using something else. Some may try to make do with their library system or even their ERP software, which is unlikely to provide the kind of campus-level visibility that school districts need. Nevertheless, it is encouraging to see that so many districts recognize the need for such systems to track assets. 

These systems are used for more than just laptops and Chromebooks. Respondents indicated they also track tablets, projectors and interactive whiteboards. Some also track musical instruments, sporting equipment, and special ed assistive equipment. 

From the use of asset management software to the implementation of regular audits and the establishment of clear policies, there are many strategies that districts can use to better manage their assets. 

Asset management is an ongoing process that requires the cooperation of district staff, students, and parents. By fostering a culture of responsibility, investing in the right tools, and ensuring proper training, districts can minimize asset loss and maximize the value of their technology investments. Ultimately, this helps create a more effective learning environment, where technology can have the greatest impact without the constant worry of loss or damage.