Student Performance on Grade 4 Math, by Economic Background
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' economic background. 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 the region performing?
In 2016, 25% of low-income students in the region passed the exam, compared to 53% of other fourth-graders. This compares to a passing rate of 28% for low-income and 63% of all other students statewide (excluding NYC). Pass rates for low-income students in the region remained steady from 2015 to 2016, while rates decreased slightly for other fourth-graders over the same period.
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.
Students eligible for free or reduced-price lunch are considered low-income. Test results for small groups of students were not disclosed to protect student privacy. Data for this indicator are expected to be released in the third quarter.