Blog & Whitepapers

Superintendents and other school administrators can no doubt relate. Over the last decade or more, we have gained greater access to information, have an ever-growing stack of tools and information at our disposal and yet we find ourselves so overwhelmed and overworked that we can scarcely make sense of it all…let alone leverage the insights that lurk beneath the surface, hidden from plain sight.

Munetrix has announced the release of an all new product in the company’s Munetrix Enterprise Platform for Schools: the all-new Munetrix Early Warning Module.

Educators and school administrators nationwide are still reacting and responding to the release of the “Nation’s Report Card,” issued by the ​​National Assessment of Educational Progress in late 2022. What came to few observers’ surprise was that achievement scores for both mathematics and reading declined significantly during and following the pandemic.

As we enter budgeting season, finance directors, superintendents and other administrators are facing dilemmas and difficult decisions. Whether trying to prioritize the allocation of stimulus or other surplus funds, or processing the challenging demands of budget cuts, it’s decision time.

As Michigan curriculum professionals, educators and assessment administrators gathered last week for the annual Michigan School Testing Conference (MSTC), achievement data and equity in education were back in the spotlight.

The recent NMASBO Winter Conference in many ways served as an early report card on New Mexico’s Public Education Department’s (PED) initiative to “Move the Needle.” As PED works to invest a proposed $4.3 billion support package, education professionals will surely have achievement gaps very top-of-mind as the sector convenes to discuss best practices, examine aspirations and map the collective path forward.

As Ohio school district administrators enter a critically important budgeting season, treasurers, superintendents and other administrators are facing dilemmas and difficult decisions. Whether trying to prioritize the allocation of remaining stimulus or other surplus funds, considering issues relative to staff retention/allocation, or processing the challenging demands of budget cuts, the story’s the same — it’s decision time.

As Michigan curriculum professionals, educators and assessment administrators gather for the annual Michigan School Testing Conference (MSTC), achievement data and equity in education are back in the spotlight. Learn how curriculum can combine with power of academic performance analytics to improve assessment scores, close achievement gaps, and foster equity in education.

Munetrix today announces that Ginny Norton joins the company as Chief Executive Officer. Norton began her position on January 3rd, following a successful tenure at Hatch Early Learning, a leading provider of early learning technology. Munetrix Co-Founder Buzz Brown will remain in a leadership role with the company, moving to its Board of Directors in the capacity of Chairman.

The earlier signs of student risk can be discovered, the sooner remediation can begin. The sooner interventive action can be taken, the more likely it is to be effective in reversing course. The easier it is to use, the more users will rely on it. Ultimately, the more children we save, the stronger our communities will be and the more fulfilling and impactful our own careers will become.

A closer examination of equity and student achievement data reveals some surprising counter-intuition, in places. As will be discussed and presented by John Humphries, Executive Director of the Wisconsin Association for Equity in Funding, monetary investments in instructional spending do not always directly correlate with equity in student achievement gains. It is also worth noting discrepancies between per-pupil spending and their intended outcomes regarding staffing levels, classroom size, and quality of education.

At long last, we have witnessed an increased emphasis and investment in achieving equity in education in Wisconsin. But how do we measure whether our intentions are resulting in desired outcomes, and that equity gains are truly equitable from school to school and district to district?