Student Performance on Grade 4 Math, by Race/Ethnicity
What does this measure?
The percent of students tested who scored at level 3 or above-meeting or exceeding the state standard-on the New York State Grade 4 Math exam, broken down by students' race or ethnicity. The test is scored by placing a student's performance in one of four levels.
Why is this important?
Early development of mathematics concepts provides the basis for mastery of problem solving and computation skills.
How is Dutchess County performing?
Among racial and ethnic groups, passing rates were lower among African American and Hispanic students (15% and 29%, respectively) than among white and Asian students (49% and 70%, respectively) in 2016.
Among school districts, passing rates for African American and Hispanic students in Poughkeepsie were 8% and 9% respectively. In larger districts, passing rates for African American students were highest in Arlington (25%), and highest for Hispanic students in Wappingers (43%).
It should be noted that a substantial number of students did not take state exams in 2016 due to parent concerns about testing in schools. The large percentage of students not taking the exam may have an effect on overall achievement levels and should give caution when interpreting results. The opt out rate was 36% in Dutchess, 35% in Orange and 42% in Ulster.
Notes about the data
Changes in the state's testing program over the last decade impact the comparability of test results year to year. In addition to the shift to Common Core Standards in 2013, the state in 2010 revised scoring of its tests, raising the threshold for passing. The Common Core was adopted in most states to better prepare students for success beyond high school by emphasizing problem solving, understanding and synthesis, comprehension of nonfiction text, and other higher-order thinking skills.
Test results for small racial groups were not disclosed to protect student privacy. Data for this indicator are expected to be released in the third quarter.