It was also found that with the BSC the educational community could better understand the need to define indicators and targets for each of the strategic objectives listed in the educative project (E). For example, Interviewee 12 explained that “in the previous educative project, the objectives were already quantified. Now, thanks to the knowledge acquired by the BSC approach, the indicators and targets are defined in greater rigor”. Interviewee 13 added that “while in previous educative projects we confused targets with the objectives to be achieved since there were no indicators, now this is more concrete, more objective. […] The indicators are more accurate and allow a clearer view of what has been achieved”. McDevitt et al. (2008) stated that the definition of indicators in the education sector can be an enormous challenge. In contrast, the study of the AEX School District found no evidence supporting that this is a challenge; on the contrary, the results suggest that the BSC facilitated the definition of indicators and more precise targets, enabling to understand more clearly what needs to be achieved.