Early reading skills are critical to a successful school experience and a productive work life.

In 2019, passing rates in the region were higher for Asian and white students (53% and 52%, respectively) than for Hispanic or Latino and black or African American students (27% and 25%, respectively). Rates for all racial/ethnic groups were lower than their respective statewide rates. The greatest disparities were among Asian and African American students, whose rates were lower than the state averages by 19 and 20 points respectively (Hispanic or Latino students differed from the state average by 16 points). In contrast, white students in our region were within 6 points of the state average. The rates in Monroe County were the same as the region for every group except for white students, who outperformed the region by 6 points.

Among students in the Rochester city school district, 34% of white students, 14% of Hispanic students and 18% of African American students passed the exam. Rochester charter schools performed much better, with passing rates of 45% for African American students, 55% for Hispanic students and 67% for white students (rates were not available for Asian students).

Counties outside of Monroe also had rates lower than state averages, as Hispanic and African American students both had rates of 25%, and white students passed at 44%, respectively.

We note that a substantial number of students did not take state exams in 2019 due to parent concerns about testing in schools. In our region in 2019, 15% of 3rd-8th graders in the region opted not to take the English exam. In 2019, Spencerport School District had the highest opt-out rate, at 39%, while the Rochester City School District had the lowest rate at 5%. The large percentage of students not taking the exam may have a significant effect on overall achievement levels and should therefore give caution to interpreting these results.

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.

Changes in the state's testing program over the last decade impact the comparability of test results year to year. In 2013, the state shifted to Common Core Standards and Common Core-based tests, making prior years' results non-comparable. 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. Due to the state's new two-session test design and performance standards, the 2018 grades 3-8 results cannot be compared with prior-year results, though results from 2013 to 2017 are provided for context.

Subgroup data is not published for small groups (fewer than six students) in order to protect the confidentiality of students. Data for this indicator are expected to be released in the third quarter.