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 35% for African American, 41% for Latino, 61% for White, and 68% for Asian students in 2024. When compared to the state (excluding NYC), the regional passing rates were lower for all students except African Americans.

Among the larger school districts, passing rates were lower for African American (24%) and Latino (29%) students in Poughkeepsie City (Dutchess County). African Americans and Latino students had the highest outcomes in Cornwall in Orange County (82% and 67%, respectively).

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.