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 the region performing?

Among racial and ethnic groups in the region, passing rates were lower among African American and Hispanic students (26% and 35%, respectively) than among Asian and white students (67% and 54%, respectively) in 2019. When compared to the state (excluding NYC), the average regional passing rates were somewhat lower for all students except for Hispanic students.

Among the larger school districts, passing rates were lower for African American (21%) and Hispanic (18%) students in Poughkeepsie. African Americans and Hispanic students had the higher outcomes in Cornwall in Orange County (75% and 73% respectively).

It should be noted that a substantial number of students did not take state exams in 2019 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 24% for the Region and 18% in Columbia, 22% in Dutchess, 14% in Greene, 25% in Orange, 32% in Putnam, 12% in Sullivan, and 27% in Ulster.

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

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.