What does this measure?

The percent of students tested who scored at level 3 or above--meeting or exceeding the state standard--on the state Grade 4 English 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 reading skills are critical to a successful school experience and a productive work life.

How is the region performing?

Passing rates varied among racial and ethnic groups, ranging from 50% among Asian students and 42% for white students in the region to 22% for African American and 25% for Latino students. Rates in the region were generally lower for each group than at the state (excluding NYC) level.

In the region, 18% of students in 3rd through 8th graders opted not to take the English exam. Rates varied across counties, from 6% in Sullivan and 9% in Columbia and Orange to 17% in Dutchess, 19% in Orange, 21% in Ulster and 27% in Putnam.

Why do these disparities exist?

There are a variety of factors believed to contribute to disparities in test scores and other measures of student achievement. School systems in the United States are highly segregated, and students of color disproportionately attend schools with high proportions of low-income students who may not have benefited from early learning opportunities at the same rate as other students. Schools also have different levels of resources ranging from qualified/experienced teachers to advanced courses to facilities and technology, and schools with large Black and Latino populations often have lower levels. In addition, teachers across all school systems tend to be disproportionately white, and teaching practices and curriculum may not be culturally relevant to students of color.

Notes about the data

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.