Office of Charter Schools Memphis Business Academy Middle 2019 Renewal Report 2 – Memphis Business Academy Middle Renewal Report Table of Contents SCS Renewal Review Process ............................................................................................................................................... 3 Performance Framework .................................................................................................................................................. 3 Memphis Business Academy Middle Background & Profile ............................................................................................. 4 Final Renewal Recommendation: ........................................................................................................................................ 6 Academic Performance Summary: School Performance Scorecard ................................................................................. 7 Operations Performance Summary: Operations Scorecard ............................................................................................. 8 Financial Performance Summary: Financial Scorecard ..................................................................................................... 9 Memphis Business Academy Middle Site Visit Report ..................................................................................................... 10 About Shelby County Schools’ Charter School Renewal Visits ....................................................................................... 10 Visit Structure.................................................................................................................................................................. 12 Memphis Business Academy Middle Visit Priorities & Findings ..................................................................................... 14 Educational Program ................................................................................................................................................... 14 School Operations ....................................................................................................................................................... 20 Facilities & Finances .................................................................................................................................................... 21 Renewal Visit Team ......................................................................................................................................................... 22 ABOUT TANDEM LEARNING PARTNERS ..................................................................................................................... 22 Appendices ......................................................................................................................................................................... 23 Academic Data ................................................................................................................................................................ 23 Operations Data .............................................................................................................................................................. 24 Finance Data.................................................................................................................................................................... 25 3 – Memphis Business Academy Middle Renewal Report SCS Renewal Review Process Charter renewal marks a critical juncture for a school, and the renewal decision is one of Shelby County’s most important responsibilities as a charter school authorizer. At renewal, SCS must determine whether a school has met its public commitments to the children and families it serves, as well as to the community. The school must also demonstrate that it has met charter expectations, particularly for success in educating children during its current charter, and is prepared for success for children during a new charter term. The renewal process requires thorough analyses of a comprehensive body of objective data based on annual performance reviews over the charter term, a renewal application, and a renewal site visit. It culminates in an SCS board decision to renew or non-renew the charter, which is informed by a recommendation from the administration. Tennessee law does not specify the terms for charter non-renewal, but does provide that the authorizer may revoke a charter at any time based on a determination that the school has done any of the following:     Failed to meet the minimum performance requirements set forth in the charter agreement; Committed a material violation of any conditions, standards or procedures set forth in the charter agreement; Failed to meet or make sufficient progress toward the performance expectations set forth in the charter agreement; or Failed to meet generally accepted standards of fiscal management.1 The Office of Charter Schools provided all schools an opportunity to respond to or “grieve” the Renewal Report before OCS finalized the performance summaries. The primary purpose of this response window was to ensure that the information underlying OCS’ recommendations and SCS Board decisions is as accurate, factually, as possible. The Office of Charter Schools has organized the school’s responses in a memo that includes a response to the school’s grievance. In the event that the school identified a factual correction and provided verification, OCS has made the correction for this final Renewal Report. In the event that the school identified a factual correction without verification, OCS has revised the report to acknowledge the school’s representation of the facts. In the event that the school’s response represents either a disagreement with OCS’ judgment (i.e., a difference of opinion) or raises an issue that is not material to OCS’ judgment (e.g., pointing out something about the science program when the OCS finding relates to English language arts) then OCS made no change to the report. The memo in the appendix provides a summary of the school’s responses and report revisions, if any. Performance Framework Shelby County Schools utilizes three performance frameworks to measure the academic, operational, and financial success and capacity of all SCS Charter-Managed schools. The frameworks serve a dual purpose. First, they act as a barometer of success, identifying areas for improvement or areas of concerns and highlighting the success of a school. And they act as an accountability metric, so that if a school falls below a certain threshold on any of the performance frameworks, they receive timely corrective action to improve outcomes or risk more permanent District-initiated corrective actions. The School Performance Scorecard (“SPS”) measures academic success by promulgating an aggregate score for a school’s Academic Achievement, Academic Growth, School Climate, and a high school’s College & Career Readiness. Schools 1 TN Code §§ 49-13-122(a)(5), (b). 4 – Memphis Business Academy Middle Renewal Report receive a numeric score from 1 to 5, where 1 to 1.99 means a school Needs Improvement, 2 to 2.99 is Fair, 3 to 3.99 is Good, and 4 to 5 is Excellent. Achievement measures students who are On-Track or Mastered in the core academic subjects. Growth is measured using TVAAS data. School Climate considers attendance, suspensions, and expulsions. For high schools, College & Career Readiness is measured using graduation rates, ACT scores, and enrollment in post-secondary institutions. For K-8 schools, Achievement and Growth each account for 40% of an SPS score and Climate accounts for 20%. For High Schools, Achievement and Growth each account for 35% of an SPS score, Climate accounts for 10%, and College & Career Readiness accounts for 20%. The Operations Scorecard measures a school’s operational performance and capacity across eleven operations indicators. The Operations Scorecard aggregates a score across all eleven indicators and assigns a numeric score from 1 to 5, where 1 is Needs Improvement and 5 is Excellent. The scorecard considers Benefits; English Language Learners; Special Education; Health Services; Human Resources; Federal Programs; Student Mobility; Student Discipline; Student Information; Student Support Services; and General Compliance. The Operations Scorecard supports school autonomy by tying indicators to statute and regulations. The Financial Scorecard captures a school’s financial capacity and performance by examining audits and a school’s cash flow. Schools receive their scores from the District’s financial experts, where 1 is Needs Improvement and 5 is Excellent. A school’s final recommendation for renewal or non-renewal is primarily based on data from the Academics Scorecard, Operations Scorecard, and Financial Scorecard. Performance Level Recommended for renewal Recommended for non-renewal Score Range 3.0-5.0 1.00-2.99 Memphis Business Academy Middle Background & Profile Memphis Business Academy Middle School (“MBA Middle”) is a middle school (grades 6-8) that opened in 2005-2006 and is in its 15th year of operation. MBA Middle serves students and families in the Frayser neighborhood. Its mission is to “ensure high academic achievement of students from the Frayser / Raleigh area and to help them to develop the knowledge, skills, and dispositions that will enable them to be successful in school and beyond.” Since its founding, the school has promoted academic achievement through an emphasis on business, entrepreneurship and financial literacy. More recently, MBA Middle has incorporated an emphasis on STEM education. Its 2018-2019 enrollment was 471, up from 435 in 2017-2018. Based on the 2019 SCS Charter School Performance Report (2017-2018 data), MBA Middle’s students are 84% Black and 14.6% Hispanic. 99.1% of students are Economically Disadvantaged (ED), 5.4% are English Language Learners (ELL) and 4% are students with disabilities (SWD). The school’s SWD percentage is the third lowest of K-8 charter schools in the District, and is significantly below the regional average, approximately 12%, for district-managed secondary schools. The population of Hispanic students attending MBA Middle 5 – Memphis Business Academy Middle Renewal Report increased substantially over the last several years, and the school reports that Hispanic student enrollment in 2018-2019 reached 18.04%.2 Retention rates for Hispanic students remain very high (98% or above since 2016-2017). MBA Middle is the flagship campus of the organization commonly known as Harmony Schools (the legal entity is MBA Inc.; a transition is underway). Harmony currently operates six schools: Memphis Business Academy Middle High School (opened in 2008), Memphis Business Academy Middle Elementary School (opened in 2011), Memphis STEM Academy (an elementary school that launched in 2016), and Memphis Business Academy Middle Hickory Hills Elementary and Middle schools. Shelby County Schools recently denied MBA’s application for an additional high school that had been proposal to serve the Hickory Hill community. MBA Middle is seeking its second ten-year renewal on generally the same terms under which it was renewed in 2009 and has requested no material modifications with respect to its facility, educational program, grade configuration, or enrollment increase. 2 MBA Middle Charter Renewal_2019 Submission.pdf p22 6 – Memphis Business Academy Middle Renewal Report Final Renewal Recommendation: Non-Renewal Academics Operations Finance 2.61 4.52 3.07 NON-RENEWAL RENEWAL RENEWAL The Office of Charter Schools recommends that the Shelby County School Board of Commissioners not approve the charter renewal of Memphis Business Academy for another charter term of ten years to provide instruction to students in grades 6-8 as outlined in their application for charter renewal. Memphis Business Academy has not met standard on academic performance. Tennessee Charter Law does not have a provision for conditional approvals. In the subsequent sections of this report, there are summaries of each of the three performance scorecards that identifies successes and areas of improvement for Memphis Business Academy Middle. 7 – Memphis Business Academy Middle Renewal Report Academic Performance Summary: School Performance Scorecard The school performance scorecard data utilized for Memphis Business Academy Middle comprises data in three year increments with the most recent scorecard capturing data from the 16-17, 17-18, and 18-19 school years. Based on the 1-5 rating scale, Memphis Business Academy’s most recent overall school performance scorecard rating was 2.61. This score falls within the fair range of performance but below the threshold of 3.0 required for a presumption of renewal. The following is a deeper dive into each of the three components that comprise the scorecard: Climate, Achievement, and Growth. Academic – School Performance Scorecard Category Overall Score Achievement Level Growth Level Climate Level 2010-12 3.26 3.25 2.89 4.00 2013-15 3.60 3.33 3.33 4.67 2016-19 2.61 2.75 2.44 2.67 Data used from 2017-18 supports Tennessee law which states, “No adverse action may be taken against any student, teacher, school, or LEA based, in whole or in part, on student achievement data generated from the 2017-18 TNReady assessments. For purposes of this section, adverse action includes, but is not limited to, the identification of a school as a priority school and the assignment of a school to the achievement school district”. Note: there were two different assessment models (TCAP vs. TNReady) over the course of the charter term, with TNReady assessments beginning in 2015-16 school year. Climate Overall, Memphis Business Academy earned a climate score was 2.67. Their suspension rate improved over the 2016-19 3-year composite, with a most recent decrease of 2.6 percentage points. Their 3-year mean for expulsion was 0%. Memphis Business Academy’s attendance has decreased 3.6 percentage points over the 3-year composite, with a mean of 94.03%. Attendance is the schools’ stronger climate indicator. Climate 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 Attendance 97.2% 98.1% 96.4% 96.4% 96.3% Suspension Rate 33.8% 27.4% 9.01% 0.0% Expulsion Rate 2015-16 2016-17 2017-18 2018-19 95.9% 95.7% 94.3% 92.1% 4.41% 4.47% 29.5% 36.7% 32.1% 0.0% 0.0% 0.0% 0.0% 0% Achievement The achievement indicator measures on-track plus mastery rates for the TN Ready exam. Memphis Business Academy earned an overall achievement score of 2.75. Science had the highest on-track plus mastery performance with a mean of 42.05% for their composite, which had two-years of data. Math data also increased 3.4 percentage points between the 2017-18 and 2018-19 school years. ELA data has decreased over the 3-year composite period by 2.8 percentage points. Achievement (Proficient + Advanced) ELA Math 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 37.0% 36.0% 27.7% 15.5% 28.5% 35.0% 4.9% 8.0% 19.0% 16.0% 25.1% 40.5% 2015-16 29.2% 2016-17 2017-18 2018-19 14.6% 13.1% 11.8% 15.9% 14.0% 17.4% 8 – Memphis Business Academy Middle Renewal Report Science Social Studies 37.7% 11.2% 18.4% 71.6% 65.4% 68.9% 34.3% 43.1% 50.6% 47.0 37.1% 11.0% 8% Growth Memphis Business Academy’s composite growth score was 2.44. Memphis Business Academy has earned level a level 1 growth score in all subjects, but ELA in the 2017-18 and 2018-19 school years. The ELA below rate performance has increased by 5.5 percentage points, which indicates a decrease in student proficiency in ELA. The Math below rate performance increased from 2016-17 to 2017-18 by to 2019 by 10.6 percentage points. ELA below rate performance increased by 1.5 percentage points between the 2016-17 and 2018-19 school years. 2010-12 Avg 1 1 3 1 5 Growth TVAAS Composite TVAAS ELA TVAAS Math TVAAS Science TVAAS Social Studies 2012-13 1.00 1.00 1.00 2013-14 5.00 4.00 1.00 2014-15 5.00 5.00 5.00 3.00 2015-16 Growth 200809 200910 201011 201112 201213 201314 201415 ELA Below Rate 6% 50.7% 46.9% 16.3% 23.8% 16.1% 11.7% Math Below Rate 9% 29.3% 38.9% 41.8% 46.4% 41.9% 21.0% Science Below Rate 19.2% 23.3% 45.7% 36.0% 23.2% 18.0% 15.8% Social Studies Below Rate 19.7% 28.4% 34.6% 31.1% 2016-17 3 3 1 5 201516 12.5% 2017-18 1 2 1 1 1 2018-19 1 2 1 1 201617 201718 201819 29.9% 32.5% 35.4% 42.9% 44.5% 44.4% 23.7% 27.3% 55.8% 56.6% Operations Performance Summary: Operations Scorecard The Shelby County Schools Office of Charter Schools (OCS) has a firm belief that every child deserves access to a highquality education. To ensure this, OCS provides rigorous oversight to all SCS district managed charter schools. As a charter school authorizer, we believe schools can operate with autonomy in exchange for accountability. The 2015-16 school year was the first year the Operations Score Card (OSC) was implemented. The Operations Score Card is the District’s method for evaluating non-academic measures for charter school operators. Each year when formally monitoring and evaluating the schools in our portfolio, we focus on 11 key indicators: Benefits, English Language Learners, Exceptional Education, Health Services, Human Resources, Federal Programs, Student Mobility, Student Discipline, Student Information, Student Support Services, and General Compliance. Each indicator score is based on a scale of 1-5 (1 being the lowest score possible and 5 being the highest). The overall (cumulative) score is an average of all indicator categories divided by 11. Please note that if there is an indicator that was not applicable to a respective school, no points were assigned and the total points possible were adjusted to reflect the null indicator. The scorecard indicated “NULL” for those indicators that are not applied to the overall score. All schools that earn a 3 or higher on the OSC are considered in good standing. 9 – Memphis Business Academy Middle Renewal Report School Year 20162017 20172018 20182019 OSC Cumulative Score Benefits English Language Learners Exceptional Education Health Services Human Resources Federal Programs Student Mobility Student Info General Compliance 3.46 5 NULL 1.57 2.6 5 3.67 NULL 4.86 NULL 4.26 5 2.33 3 5 5 5 4 4.71 NULL 4.52 5 5 3.6 4 5 4.3 4 4.7 5 Summary of Findings Memphis Business Academy met the overall operations standard with a 2018-19 score of 4.52. Exceptional Education, Health Services, Federal Programs, Student Mobility, Student Information, and Student Support Services have scores lower than a 5.0; however, the indicator is still above what is considered good standing. In Exceptional Education (Score of 3.6), there are three indicators that scored a 1: General education teachers have reviewed and signed the IEP section documenting teachers not in attendance, the school’s files are in compliance, and timely IEP and re-evaluation meetings. For health services (score of 4), the sub-indicator that received a 1 was due to an unmet training compliance for school staff assisting students who self-administer medication. On the federal programs indicator, there are two items that did not receive a 5; however, both scores were a 3 which is considered good standing. For student mobility, Memphis Business Academy’s sub-indicator of ELL re-enrollment rate was a score of a 2. Student information, similarly to Federal Programs, all indicators were in good standing; with two indicators that scored 4. For Student Support Services, Memphis Business Academy was noncompliant. There was no numerical score for the subindicator which read, “The school accommodates students with 504 modifications as outlined in the plan. For 52 of the 58 scored items on the District’s 2018-2019 operations performance report, the school received a rating of 3.0 or higher. 3.0 or higher is considered good standing. Financial Performance Summary: Financial Scorecard It is important that charters authorized by Shelby County Schools are good stewards of public funds and maintain healthy financial performance to be viable academic options for students and parents. Each SCS-authorized public charter is required to conduct an annual financial audit, which is submitted to TN Comptroller of the Treasury and posted on the TN Comptroller’s Division of Local Government Audit’s website (http://www.comptroller.tn.gov/RA_MA_Financial/). Each annual financial audit is conducted by a third-party auditor selected by the individual SCS-authorized public charter. SCS analyzes and summarizes the information in individual charter schools’ financial audits to produce the Charter School Financial Oversight Report that presents consistent and transparent information about SCS-authorized public charter schools’ finances. In preparing this report, SCS incorporated financial performance metrics from the National Association of Charter School Authorizers (NACSA) as foundational best practices to measure the financial health of charter schools. The Charter School Financial Oversight Report includes financial performance information for each public charter school that was in operation in fiscal year 2016-17 and continued to be in operation in fiscal year 2017-18. Several charter school organizations issue one financial audit, including aggregated financial information for its school campuses in SCS. Consequently, SCS has elected to report a single financial report for charter schools with multiple school campuses in order to maintain consistency and comparability of financial measures. 10 – Memphis Business Academy Middle Renewal Report The individual financial oversight report card is the main component of the Charter School Financial Oversight Report. The financial oversight report card indicates compliance with state financial reporting requirements; provides a two-year overview of the school’s financial position, performance, and audit results; and includes a comment section for charter schools to offer additional context on their financial position and performance. The primary focus of the financial oversight report card is the Financial Audit Measures. Each school’s performance on these measures is compared to its prior year results and an associated score based on norms for healthy financial position. Summary of Findings Memphis Business Academy Middle’s FY2017-2018 and FY2018-19 audit and 990 were received in a timely manner. The 2018-2019 State budget was received in a timely manner and was balanced upon receipt. There were no material weaknesses or significant deficiencies in terms of financial statement and internal control identified. Also, there was not a going-concern issued by the auditors or any incident of default on debt noted by the auditors, resulting in an unmodified opinion being issued. Memphis Business Academy is in good standing via the Financial Scorecard review. Memphis Business Academy Middle Site Visit Report About Shelby County Schools’ Charter School Renewal Visits A site visit is an important opportunity for the authorizer to experience a school’s day-to-day operation, to observe the culture, and to gather evidence that helps to document and illuminate school performance. When charter renewal is at stake, the visit plays a particularly important role in providing context for the school’s overall record of performance and its plans for a new charter term. SCS renewal visits are designed to accomplish the following:    Generate additional evidence of performance in relation to charter contract and state standards. Document and assess fidelity of the educational culture and program particularly in relation to the essential program terms. Assess viability of plans for the new charter term particularly with respect to proposed material changes in program, school size or grades served. Most renewal site visits will have components both summative and formative. Summative components. Summative components are elements of the renewal visit that directly inform the district’s decision to renew or not renew the school’s charter, or that inform a district decision to approve or deny a material aspect of the school’s proposed plans for the new charter term. Formative components. Formative components are elements of the renewal visit that inform the district’s understanding of the school’s educational process or school’s operations, but do not directly affect the district’s ratings of school performance, and are not material to the district’s decision to approve or deny a material aspect of the school’s plans for the new charter term. School Autonomy. When SCS engages in formative assessment, including site visits, it frames the scope of reviews in ways that respect charter school autonomy. This framing includes: 11 – Memphis Business Academy Middle Renewal Report      Focusing the visit on areas that either directly pertain to school performance as defined in the district’s performance scorecard or that pertain to programmatic plans and priorities identified by the school in its core materials such as the charter agreement, the renewal application, and/or the essential program terms. Providing advance notice, whenever possible, on requests for access to documents and other materials. Limiting document requests to the format in which the school has created them rather than requiring the school to create new documents solely for purposes of the visit. Providing for school input on the sequencing of visit activities in order to maximize fulfillment of the visit’s purpose and minimize disruption of teaching and learning. Referencing judgments either to standards set out in the district’s performance scorecard or to programmatic or operational priorities that the school has identified. Findings and Recommendations. The renewal site visit culminates in this renewal site visit report. The findings contained herein focus on the formative and summative priorities identified for the visit based on the school’s program, planning, and performance. The recommendations, if any, focus on material considerations or decisions affecting a new charter term.3 This renewal site visit report does not make a recommendation regarding whether the SCS Board should renew or non-renew the charter. That recommendation is based on assessment of the school’s performance record over the current charter term. The district will present a renewal recommendation to the SCS Board as part of the full Renewal Report of which this site visit report constitutes one component. Site Visit Priorities Based on MBA Middle’s performance and plans for a new charter term, the Charter Schools Office identified the following priorities for the renewal site visit:      Does MBA Middle have a strong plan for improving student outcomes in core content areas (mathematics, English Language Arts, science and social studies), and is it implementing the plan effectively? Is business education, including opportunities to connect with the Memphis business community and connecting core content instruction with business, entrepreneurship and financial themes, an integral part of the educational program? Is STEM education an integral part of the educational program, and is STEM utilized effectively to supplement existing programs and impact student achievement? Does MBA Middle have an instructional environment conducive to advancing WIDA standards across all content areas? Does MBA Middle have a viable organizational structure and plan for management roles and responsibilities visà-vis Harmony Schools? 3 For example, if the school has proposed expansion of grades or enrollment during the new charter term, the report may include a recommendation related to approval of the proposed material change. Alternatively, if the school is currently under monitoring for noncompliance, the visit may include updated compliance information along with a recommendation for monitoring status under a new charter term in the event the SCS Board renews the charter. 12 – Memphis Business Academy Middle Renewal Report Visit Structure The performance status and renewal plans of each school dictate the visit structure and activities. That said, there are standard components that Shelby County Schools incorporates into most, if not all, visits. The Charter Schools Office tailors these components to the priorities identified for each school. Introductory Meeting. The introductory meeting provides an in-person opportunity for the full site visit team to review the purpose and structure of the visit with the school’s leadership. It also provides an important opportunity for the school’s leadership team to share any information about the schedule or the school day that they believe should inform the visit team’s review. The visit team and school leadership use this time to confirm the schedule and/or make adjustments as needed. School Walkthrough. The school walk through provides an informal opportunity for the school’s leadership to orient the visit team to the school, both physically and culturally. Observations. Observations provide direct evidence of how adults and children function in the school environment. Observations have specific objectives based on the school’s program and plans. For example, classroom observations incorporate review of essential elements of the educational program, or programmatic elements related to plans articulated in the school’s renewal application. By tailoring the focus of observations to school-identified priorities and plans, the district can provide formative feedback that aligns with school-generated criteria, rather than imposing external judgments about educational inputs and process. Document Review. Document review provides an opportunity for the site visit team to review primary source materials that may be difficult to review remotely or whose relevance becomes apparent during the visit. For example, the lesson plan for a particular class may be relevant to an observation of that class. Teacher and Leadership Interviews. Teacher and leadership interviews offer a way to better understand the school’s experience, beliefs, and plans related to school program and operations. As with observations, each interview has a primary purpose, or purposes aligned with the overall priorities identified for the renewal visit. Student and Parent Focus Groups. Focus groups provide an opportunity for visitors to engage directly with students and parents. They can provide important perspective, particularly about the educational program and school culture, from the people for whom the school ultimately exists. Board Discussion. The visit includes a meeting with members of the school’s governing board. One purpose for the board conversation is to assess the role and engagement of the board in defining and monitoring expected academic, organizational, and financial outcomes. A second purpose is to understand the board’s role and capacity in relation to the school’s proposed changes for the new charter term. 13 – Memphis Business Academy Middle Renewal Report MBA MIDDLE SCHOOL VISIT SCHEDULE TIME ACTIVITY 7:15-7:25 Observe Morning Meeting 7:30- 7:45 Observe Transitions to Class 7:45-8:05 Meeting with Admin Team 8:05-8:15 School Tour 8:15-8:45 Classroom Observations ELA Grade 6 ELA Grade 7 ELA Grade 8 8:45-9:15 Classroom Observations Math Grade 6 ELA Grade 8 Math Grade 8 9: 05-9:20 VISIT TEAM CHECK-IN 9:2510:00 Classroom Observations Business Grade 8 Flight/Space (STEM) Math Grade 6 10:0010:25 Classroom Observations Med. Detectives Business Grade 8 (STEM) 10:2511:00 VISIT TEAM CHECK-IN 11:00 Conversations Board Conversation Teacher Conversations Teacher Conversations 11:45 Conversations/ Leadership Conversation Parent Focus Group Student Focus Group Focus Groups 12:30 WRAP UP & NEXT STEPS Japanese 14 – Memphis Business Academy Middle Renewal Report Memphis Business Academy Middle Visit Priorities & Findings SUMMARY OF PRIORITIES AND FINDINGS 1. Visit Priority: Educational Outcomes. Does MBA Middle have a strong plan for improving student outcomes in core content areas (mathematics, English Language Arts, science and social studies), and is it implementing the plan effectively? Finding. The visit team did not ascertain a comprehensive plan for improving student outcomes in core content areas. School administration identified instructional priorities and strategies; ensuring consistent implementation of these strategies across subjects and grade levels may be an opportunity for growth in a subsequent renewal term. 2. Visit Priority: Essential Program Elements. Is business education, including opportunities to connect with the Memphis business community and connecting core content instruction with business, entrepreneurship and financial themes, an integral part of the educational program? Finding. MBA Middle offers business elective courses to its students, but business education is not an integral part of the core academic program. Outside of elective business classes, the site visit team did not observe evidence of business education as a meaningful cross-curricular theme. 3. Visit Priority: Essential Program Elements. Is STEM education an integral part of the educational program, and is STEM utilized effectively to supplement existing programs and impact student achievement? Finding. STEM is an emerging priority across the Harmony Schools network, including MBA Middle. MBA’s elective STEM classes are currently supplementary to the school’s core academic program. There is an opportunity to clarify the ultimate vision and plan for STEM education, including how it relates to the existing academic model. 4. Visit Priority: English Language Learners. Does MBA Middle have an instructional environment conducive to advancing WIDA standards across all content areas? Finding. Based on the visit team’s observations of ELL students in both a general education setting and in a dedicated classroom, and based on interviews with staff responsible for oversight and delivery of ELL services, the renewal visit raised concerns about MBA Middle’s capacity to advance WIDA standards across all content areas. 5. Visit Priority: Organizational Structure. Does MBA Middle have a viable organizational structure and plan for management roles and responsibilities vis-à-vis Harmony Schools? Finding. Harmony Schools’ organizational structure is still in transition, both legally and operationally. The visit team identified two opportunities for growth with respect to the organizational structure: 1) to formalize its structure and chart a plan for how - and how often - network staff will support MBA Middle, and 2) to ensure meaningful board engagement in the oversight of the network’s performance and growth. Educational Program Educational program analysis includes any aspect of school programming that touches directly on learning content or outcomes. 15 – Memphis Business Academy Middle Renewal Report 1. Visit Priority: Educational Outcomes. Does MBA Middle have a strong plan for improving student outcomes in core content areas (mathematics, English Language Arts, science and social studies), and is it implementing the plan effectively? Finding. The visit team did not ascertain a comprehensive plan for improving student outcomes in core content areas. School administration identified instructional priorities and strategies; ensuring consistent implementation of these strategies across subjects and grade levels may be an opportunity for growth in a subsequent renewal term. Discussion. Memphis Business Academy has a three-year (2016-2019) performance score of 2.61, slightly below the threshold of 3.0 required for the presumption of renewal. This overall score reflects a three-year composite Climate rating of 2.67 (“Good”), Achievement rating of 2.75 (“Fair”), and Growth rating of 2.44 (“Fair”). MBA Middle’s ELA proficiency scores dropped over the past three years, from 14.6% proficient and advanced in 20162017, to 13.1% in 2017-2018, and to 11.8% during the last school year (2018-2019). Math proficiency remains low in terms of absolute performance but has shown some recent improvement: 15.9% in 2016-2017, 14.0% in 2017-2018, and back up to 17.4% in 2018-2019. MBA Middle students demonstrated less than one year of growth in numeracy, literacy and in the composite during each of the past two school years (2017-2018 and 2018-2019). MBA Middle’s 2019 renewal application does not explicitly address the recent downward trend in its performance. In fact, the application includes student growth data through 2015 but not in the subsequent academic years. Notwithstanding the lack of discussion of recent performance trends in its renewal application, MBA Middle’s renewal application does cite a recent shift in its instructional model with the implementation of new math, science and ELA curricula. Specifically, the application describes that in 2016-2017 the organization determined a need to shift resources in better alignment to Tennessee State Standards and refers throughout the application to “adjustments to curricular material” to address areas of concern (p. 8). Understanding the school’s response to its student achievement data, and specifically, how it is building and implementing plans to improve student outcomes, was a priority of the site visit. To gather information about this priority, the visit team met with school and Harmony network leaders, met with teachers, and observed twelve lessons. During the visit, the MBA team described recent curricular and instructional initiatives, as well as hallmarks of MBA Middle classrooms, but did not articulate a comprehensive plan for improving student outcomes in core content areas. School administration pointed to several other priorities related to its academic program. First, leaders confirmed that MBA Middle is in the process of implementing curricula aligned with Tennessee standards, having selected KIPP Wheatley for ELA and Carnegie Math and Math Stories for mathematics. Second, teachers identified a school-wide goal of 80% mastery or above on the state assessment. To drive toward this goal, teachers described systems for using data to inform instruction, including multiple measures of student achievement and progress (NWEA MAP, TNReady, common assessments and daily checks for understanding), and Thursday meetings to analyze data, “unpack standards,” and ensure alignment across the curriculum. School leaders also described a focus on consistent classroom expectations that the visit team should expect to see across all subjects and grade levels: student data on the wall inside and outside of math and ELA classrooms, daily objectives posted on the board, a Do Now introductory “warm-up” exercise and a closing comprehension check or “exit ticket.” Although a number of these priorities might ultimately influence student outcomes, the visit team did not get a sense of how the priorities connect into a cohesive plan for improved outcomes. Notwithstanding the lack of a cohesive plan, the MBA Middle team did demonstrate a commitment to quality instruction. In particular, during the renewal visit, teachers and school administrators emphasized professional development opportunities available to school staff, both in terms of what is already in place -- ‘text dives’ and 16 – Memphis Business Academy Middle Renewal Report assessment training over the summer and in-service trainings with KIPP Wheatley -- and also in terms of plans to leverage best practices and ideas from existing schools that members of the team have recently visited (i.e., CalTech, Achievement First). Harmony Schools, the network supporting MBA Middle, employs Chief Academic Officers for both math and ELA who were present at the visit. These CAOs provide ongoing instructional coaching and support to MBA Middle which enhances consistency of instruction across all of the schools. Nevertheless, in the classrooms the visit team observed wide variance in terms of instructional strategies and rigor. Visit team members observed twelve separate classes, including sixth, seventh, and eighth grade English Language Arts (ELA), sixth and eighth grade math, STEM (Medical Detectives and Flight / Aviation), business, Japanese, in addition to ESL and intervention. Across these visits, class sizes varied widely: observers counted 13 students in one class, 27 in another, and 40 in a third. In some classes, teachers circulated the room and engaged students actively, in others, observers noted students copying work off of others’ papers unnoticed, and students with hands raised for more than five minutes before a teacher responded. With respect to lesson elements that administrators indicated should be visible in all classrooms, practices varied across classrooms. Student data was posted in some math and ELA classrooms, but not all. Many teachers posted objectives or an SWBAT statement (“students will be able to…”) while others had nothing related to the lesson written on the board. Closing “exit ticket” exercises to check for comprehension took place in most classes, but in at least one observation, the exercise was not aligned to the lesson content. The visit team observed opportunities for the MBA Middle leadership to develop a cohesive plan for improving student outcomes, including identifying instructional and curricular priorities and subsequently monitoring to ensure their effective and consistent implementation.4 During instructional observations, the visit team also observed an overall lack of differentiation, which raised particular questions as it relates to enrichment for advanced students and remediation for struggling students. MBA Middle uses ability grouping for its advanced students through the “Next” cohort. Staff explained that “Next” students travel to all core classes together akin to an honors track. Struggling students are pulled out of electives classes into a self-contained intervention room. Staff explained that students are identified for both groups through assessment data, including TNReady and NWEA MAP. It appears that, as opposed to qualifying for enrichment within each subject area, students qualify for the “Next” cohort as a whole and participate across all subjects. In this arrangement it is unclear how instruction is differentiated to account for varying levels of performance within the group, or across subject areas. During the Next cohort’s 8th grade ELA class, visit team members observed an exit exercise for which students worked independently to edit a basic passage with grammatical errors. Many students quickly finished the exit ticket, and visitors observed students waiting idly for up to ten minutes before class was dismissed. Visit team members also visited the auditorium (Morning Meeting) space where 42 students -- who appeared to range in age and grade level -- worked quietly and independently at desks while one adult circulated the room. Team members asked the teacher for additional information about what they were observing, which was then described as pull-out remediation and intervention. Visit team members observed most students working on the same task, copying grammar definitions out of a basal text for up to 15 minutes. The intervention class raised many questions about what instructional time students were otherwise missing, and how their specific skills deficits were being targeted, supported, and re-tested for mastery. In general education classes, the visit team also observed limited differentiation. School leaders described that they are now implementing co-teaching in math classes, allowing one teacher to focus specifically on remediation. The visit team observed one co-taught math class with 40 students, however there was only one 4 No lesson planning or curricular materials were available in lesson observations, so the visit team was not able to assess the consistency of curricula implementation. 17 – Memphis Business Academy Middle Renewal Report teacher present for the duration of the class during the site visit (which the school attributes to an unexpected teacher absence). Although visitors noted a strong classroom culture, particularly for the size of the class, the observers did not observe targeted instruction to students either individually or in groups. There may be an opportunity for MBA Middle to better support teachers to differentiate and meet each student at his/her ability level. In addition, observations point to an opportunity to use exit tickets -- and data in general -- more effectively to check for mastery and to target instruction accordingly. 2. Visit Priority: Essential Program Elements. Is business education, including opportunities to connect with the Memphis business community and connecting core content instruction with business, entrepreneurship and financial themes, an integral part of the educational program? Finding. MBA Middle offers business elective courses to its students, but business education is not an integral part of the core academic program. Outside of optional elective business classes, the site visit team did not observe evidence of business education as a meaningful cross-curricular theme. Discussion. Business education is core to MBA Middle’s founding identity: MBA was proposed in 2004 as a middle school that would both teach financial literacy and expose students to careers and use its business theme as a bridge to connect multiple content areas. The school’s original charter application describes the objective of providing a rigorous academic experience anchored in the themes of business, entrepreneurship, and financial responsibility. The plan for business education included weekly visits from Memphis business leaders and “interdisciplinary units to connect business and entrepreneurial enterprise to subject areas.”5 The site visit verified that indeed MBA Middle students have the opportunity to take engaging courses in business and financial literacy on an elective basis. Business classes are offered as one of several elective options, including STEM, art, and band. Site visit team members observed an eighth-grade business class, interviewed a business teacher, and interviewed students about their experience taking business classes. The objective of the observed lesson was for students to develop a job description. The teacher was high energy, more than 90 percent of students were engaged in learning, and it was evident that the teacher had strong relationships with her students. Throughout the lesson the teacher scaffolded, referencing previous lessons and content-specific academic vocabulary (i.e. retail market, qualification, interpersonal, compensation, paycheck). Students were asked to draw on their personal observations and experiences and the teacher modeled her class after a company by allowing students to earn points to represent a paycheck. Teachers, administrators and parents confirmed that no student at MBA Middle is required to take business classes.6 Parents did not reference the business focus when asked about their reasons for choosing the school indicating that it is not front of mind for them as defining characteristic of the school. The visit team noted fewer structures in place to ensure vertical alignment or consistent instructional practices between business classes than there are in core subjects. During a conversation with a business teacher, site visit team members learned that, unlike for core content classes, there is no school-wide business curriculum. Instead, the school’s three business teachers (one for each grade level) have autonomy to create lessons drawing from multiple resources; one teacher described a process for building curricular materials by accessing the internet; other school districts; and using her own background knowledge. While it’s not inherently problematic that the school is creating its own business curriculum, it was surprising to the visit team that in the school’s 14th year of operation the curriculum isn’t further developed. One business teacher described that she had not participated 5 Memphis Business Academy Middle School, Tennessee Charter School Renewal Application (Apr. 1, 2019), p. 9. It would be informative for MBA Middle to compile and evaluate data on the number and percentage of students that take business -related electives. 6 18 – Memphis Business Academy Middle Renewal Report in summer professional development during her short tenure at MBA Middle, and made only broad references to a plan or expectations for professional she might receive on an ongoing basis. Outside of elective business classes, the site visit team did not observe evidence of business education as a meaningful cross-curricular theme. None of the core content classes observed by the visit team incorporated themes of business, finance or entrepreneurship. The site visit team observed minimal signage or visual representations of the business education element in core subject classrooms and non-instructional spaces. In fact, school administrators described that they can’t have core teachers discussing business because they need to teach the subject at hand. During a discussion with the board, one board member implied that the school’s focus on business has diminished over time in response to the community’s needs. In a subsequent renewal term, the school should reassess the continued relevance of its founding focus on business education and either recommit to it in a meaningful way or acknowledge that the purpose and scope has changed from what was originally proposed in the school’s charter. 3. Visit Priority: Essential Program Elements. Is STEM education an integral part of the educational program, and is STEM utilized effectively to supplement existing programs and impact student achievement? Finding. STEM is an emerging priority across the Harmony Schools network, including at MBA Middle. MBA’s elective STEM classes are currently supplementary to the school’s core academic program. There is an opportunity to clarify the ultimate vision and plan for STEM education, including how it relates to the existing academic model. Discussion. As the Harmony network of schools has expanded, Science, Technology, Engineering and Mathematics (STEM) education has emerged as a key theme among its portfolio: two of the organization’s nearby campuses are founded explicitly as STEM programs. Following suit, MBA Middle has recently expanded its programming to include an explicit focus on STEM. All Harmony schools have a robotics team. In its renewal application, MBA Middle describes that the school has “added STEM courses to extracurricular classes” and further, that the organization “anticipate[s] our STEM department being a full functioning program that offers a STEM elective to every student.”7 STEM education is undoubtedly an emerging priority for MBA Middle. In contrast to the entirely elective business offerings, all sixth-grade students are required to rotate through STEM offerings; seventh and eighth grade students can choose to take STEM elective courses based on their interests. MBA Middle’s renewal application states that its STEM program “is not an extracurricular or bi-product,” but “a driving force with improving TNReady and NWEA MAP data.” The visit, team observed two separate STEM lessons. In one class, students built and tested a model of an Air Cushion Vehicle (ACV). After modeling the activity in the auditorium area, students experimented with their own models. The teacher provided content-specific checks for understanding throughout the lesson, specifically referring to Newton’s Laws and the names for the various parts of an ACV (i.e. skirt, hull, air supply source). Students were highly engaged in the demonstration, during which the teacher used an electric leaf blower to demonstrate the properties of the ACV and its alignment with Newton’s law. Information collected during the visit indicates that STEM education may be more integrated into the school’s core content instruction than business education at this time. A STEM teacher described that her lesson plans, which must be targeting specific standards, are reviewed and approved weekly by academic coaches. The teacher also described working intentionally with core content teachers to ensure concepts and lessons are aligned and 7 MBA Middle, Renewal Application, p.4. 19 – Memphis Business Academy Middle Renewal Report cross-curricular in scope. She also reported that there is school-wide teacher professional development related to STEM education. Parents recognize MBA Middle’s STEM offerings as an important value propositions at the school. Parents expressed satisfaction with the school’s STEM programming and cited specific examples of experiences outside of the classroom that allowed students to have real-world practice in potential career fields of interest. Examples included going to hospitals, testing water quality, and participating in the BioMed program. One parent said that she chose to send her child to MBA because the school provided opportunities like these that were not available anywhere else in the neighborhood. The visit team observed an opportunity to further clarify the purpose of the STEM program and leverage its momentum as an integral part of the core academic program. As is clearly stated in the 2019 renewal application, MBA Middle has a vision for its evolving STEM emphasis as more than a supplementary program; but, what that vision is and how it will impact core instruction is not clear. This may relate to the diminishing emphasis on business discussed above. If so, MBA Middle should articulate the shift for all stakeholders and incorporate STEM intentionally into the school’s broader plans for improving student achievement. 4. Visit Priority: English Language Learners. Does MBA Middle have an instructional environment conducive to advancing WIDA standards across all content areas? Finding. Based on the visit team’s observations of ELL students in both a general education setting and in a dedicated classroom, and based on interviews with staff responsible for oversight and delivery of ELL services, the renewal visit raised concerns about MBA Middle’s capacity to advance WIDA standards across all content areas. Discussion. Charter schools are subject to SCS Policy 5016 on English Language Learners, as well as TN State Board of Education Policy 3.207. The objective of that policy is “[t]o ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and have the opportunity to meet the same challenging State academic content and student achievement standards as all children are expected to meet.” 8 The policy requires the district “to integrate non-English speakers into the regular English speaking population whenever possible.”9 The population of Hispanic students attending MBA Middle has increased substantially in recent years, and the school reports that Hispanic student enrollment in 2018-2019 reached 18.04%.10 Retention rates for Hispanic students remain very high (98% or above since 2016-2017). MBA Middle had a rating of 4.26 (“Good”) on its 2017-2018 Operations Scorecard with mostly satisfactory ratings; however, the school earned a score of 2.33 (“Fair”) for ELL/ESL compliance. This led to a priority for gathering more information about MBA Middle’s work with English Language Learners. The visit raised concerns about the extent to which MBA Middle is meeting its statutory ELL obligations. During a brief visit to MBA Middle’s dedicated ESL classroom, the visit team observed one student receiving one-on-one support from a non-ESL certified teacher. This instructional environment does not align with World-class 8 SCS Policy 5016, Limited English Proficient/English Language Learners, Shelby County Schools (July 1, 2013), ¶ I. Id. ¶ IV. 10 MBA Middle Charter Renewal_2019 Submission.pdf p22 9 20 – Memphis Business Academy Middle Renewal Report Instructional Design and Assessment (“WIDA”) standards. 11 Among the 11 general education classroom observations, ELL students were engaged in discourse with other students and were given opportunities to speak, but the visit team observed few instances of direct language support. An interview that included school leadership and two ESL teachers failed to allay the visit team’s concerns about ELL/ESL compliance. At the time of the interview, one of the teachers was serving as interim director of ELL/ESL services. The interview revealed a disconnect between ESL teachers and the leadership team, as different responses were provided to the same questions regarding the ESL program and compliance. School Operations School operations analysis may address any aspect of the workings of the school that do not touch directly on learning content or outcomes. These may include organizational structure, staffing plans, facilities, transportation, food service, human resources, and other “back office” functions. 1. Visit Priority: Organizational Structure. Does MBA Middle have a viable organizational structure and plan for management roles and responsibilities vis-à-vis Harmony Schools? Finding. Harmony Schools’ organizational structure is still in transition, both legally and operationally. The visit team identified two opportunities for growth with respect to the organizational structure: 1) to formalize its structure and chart a plan for how - and how often - network staff will support MBA Middle, and 2) to ensure meaningful board engagement in the oversight of the network’s performance and growth. Discussion. MBA Middle is the flagship campus of Harmony Schools, a Memphis-based network of charter elementary, middle and high schools. Since MBA Middle’s founding, the organization has launched five schools (one high school, two elementary schools, and two middle schools) with a sixth, a high school replication, currently being considered by the SCS Board. The organization’s recent growth has catalyzed changes to the way the network – and thus the schools under its umbrella – is staffed and how it allocates its resources. For example, the renewal application states that recently, a “central office has been established which manages the academic stability of students through the roles of Chief Operating Officer, Chief Academic Officers, Director of Talent and Director of Data.”12 Understanding how the network is structured, and in turn, how that impacts MBA Middle’s ongoing success, was a priority for the visit team. The visit team’s primary takeaway was that Harmony Schools’ organizational structure is still in transition, both legally and operationally. Legally, the organization is still conducting business as MBA, Inc.; Harmony Schools is not yet incorporated as an organization. Operationally, visit team members interviewed staff and the Board Chairperson of MBA, Inc., who did not offer a consistent response as to how many staff the network currently employs, or how their time is allocated across its schools. Many network staff members described their trajectory through the organization, beginning as school staff members and school leaders, before joining the network team. Multiple staff members were on site the day of the visit, but it wasn’t entirely clear how often they are on site and whether their presence reflected the site visit or regular duties. It is clear that network and school staff have a strong rapport and that network staff provide ongoing instructional and operations support. An opportunity for the organization as it grows is to formalize its structure and chart a plan for how -- and how often 11 “All ESL services shall be aligned to the WIDA English language development standards and founded on evidence-based educational practices.” Tenn. St. Bd. of Ed., Policy 3.207(4)(a), English as a Second Language (ESL) Program Policy (July 27, 2018). 12 MBA Middle, Renewal Application, p.11. 21 – Memphis Business Academy Middle Renewal Report -- network staff will support MBA Middle. More intentional planning will enable the school to maximize network resources that it leverages for the school in alignment with key priorities. The visit raised a concern related to the board’s engagement in oversight of the organization and its growth. The board chair, who attended a discussion with the visit team, was highly aligned with network leadership’s vision for transforming outcomes in the community, but explicitly deferential to network staff and schools in their approach to getting that work done. For example, with respect to the school’s performance, the Board Chair stated, “I don’t micro-manage, he’s always looking at it” (referring to the organization’s CEO). From the conversation, it seems that the board has relinquished its oversight of school performance to the network school team and does not have a clear picture of MBA Middle’s performance or operations within the district and state. This pointed to a clear opportunity for the board to engage more meaningfully in setting performance expectations, monitoring MBA Middle’s performance against those expectations, and allocating the organization’s resources accordingly toward improvement for students. Facilities & Finances The financial plan refers both to the school’s financial operations and financial management. The analysis is limited to issues raised and discussed during the renewal visit and is not intended to be a comprehensive assessment of financial viability. MBA Middle does not plan any material changes to the charter with respect to its facilities in the new charter term. There were no facilities- or finance-related priorities for the renewal visit. 22 – Memphis Business Academy Middle Renewal Report Renewal Visit Team Shelby County Schools conducted the charter renewal site visit at MBA Middle School on September 10, 2019. Charter Renewal Visit Team Russette Jackson, Highly Specialized Advisor, Office of Schools & Leadership Brittany Monda, Director of Charter Schools, Office of Charter Schools Alicia Nutall, School Operations Manager, Parent Welcome Center DeVonté Payton, Advisor, School Development, Office of Charter Schools Joshua Perkins, Advisor, Academic Quality and Accountability, Office of Charter Schools Magda Sakaan, ESL Instructional Advisor, English as a Second Language, Northeast Regional Office Beth Heaton Seling, Tandem Learning Partners (Independent Evaluator) ABOUT TANDEM LEARNING PARTNERS Tandem Learning prepares school leaders and governing boards; school systems and management organizations; authorizers, funders, and lenders to make sound educational decisions and to implement those decisions well. The object of our work is to improve educational opportunities and outcomes for children.  Resourceful. We ground our work in the recognition that schools operate with limited resources. Each decision about people, time, and money affects what schools accomplish minute by minute and year by year. The best decisions often require a combination of objectivity, creativity, and courage.  Collaborative. We work collaboratively with stakeholders and with particular attention to how choices and decisions will affect the teachers and school leaders who will ultimately be responsible for success.  Education. We believe that quality education can take many shapes and forms. There is no one right way, but the best ways share in common an understanding of where children are and belief in what they can become. 23 – Memphis Business Academy Middle Renewal Report Appendices Academic Data Academic – School Performance Scorecard Category Overall Score Achievement Level Growth Level Climate Level Achievement (Proficient + Advanced) ELA Math Science Social Studies 2010-12 3.26 3.25 2.89 4.00 2013-15 3.60 3.33 3.33 4.67 2016-19 2.61 2.75 2.44 2.67 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 37.0% 36.0% 27.7% 15.5% 28.5% 35.0% 4.9% 8.0% 19.0% 16.0% 25.1% 40.5% 37.7% 11.2% 18.4% 34.3% 43.1% 50.6% 71.6% 65.4% 68.9% 29.2% 2016-17 2017-18 2018-19 14.6% 13.1% 11.8% 15.9% 14.0% 17.4% 47.0 37.1% 11.0% Growth 2010-12 Avg 2012-13 2013-14 2014-15 TVAAS Composite 1 1.00 5.00 TVAAS ELA 1 1.00 TVAAS Math 3 1.00 TVAAS Science 1 TVAAS Social Studies 5 2015-16 8% 2016-17 2017-18 2018-19 5.00 3 1 1 4.00 5.00 3 2 2 1.00 5.00 1 1 1 3.00 5 1 1 Growth 200809 200910 201011 201112 201213 201314 201415 ELA Below Rate 6% 50.7% 46.9% 16.3% 23.8% 16.1% 11.7% Math Below Rate 9% 29.3% 38.9% 41.8% 46.4% 41.9% 21.0% Science Below Rate 19.2% 23.3% 45.7% 36.0% 23.2% 18.0% 15.8% Social Studies Below Rate 19.7% 28.4% 34.6% 31.1% 201516 12.5% 1 201617 201718 201819 29.9% 32.5% 35.4% 42.9% 44.5% 44.4% 23.7% 27.3% 55.8% Climate 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 Attendance 97.2% 98.1% 96.4% 96.4% 96.3% Suspension Rate 33.8% 27.4% 9.01% 0.0% Expulsion Rate 2015-16 2015-16 56.6% 2016-17 2017-18 2018-19 95.9% 95.7% 94.3% 92.1% 4.41% 4.47% 29.5% 36.7% 32.1% 0.0% 0.0% 0.0% 0.0% 0% 24 – Memphis Business Academy Middle Renewal Report Operations Data School Year 20162017 20172018 20182019 OSC Cumulative Score Benefits English Language Learners Exceptional Education Health Services Human Resources Federal Programs Student Mobility Student Info General Compliance 3.46 5 NULL 1.57 2.6 5 3.67 NULL 4.86 NULL 4.26 5 2.33 3 5 5 5 4 4.71 NULL 4.52 5 5 3.6 4 5 4.3 4 4.7 5 25 Memphis Business Academy Middle Renewal Report Finance Data it. 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