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

In 2022, passing rates for racial and ethnic groups were 53% for Asian students, 44% for white students, 23% for Latino students and 17% for black or African American students. Rates for all racial/ethnic groups were lower than their respective statewide rates. The greatest differences were among Asian and African American students, whose rates were lower than state rates by 14 and 20 points respectively. In contrast, white students in our region were within 7 points of the state rate.

Among students in the Rochester school district, 28% of white students, 8% of Latino students and 9% of African American students passed the exam. Passing rates for students in Rochester charter schools were 55% for white students, 25% for Latino students and 28% for African American students.

In our region in 2022, 10% of 3rd-8th graders in the region opted not to take the English exam. The rate of opting out varies among districts: In 2022, Spencerport School District had the highest opt-out rate, at 29%, while the Rochester City School District and Wheatland-Chili Central School District had the lowest rate, both at 2%.

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; therefore, we do not compare results going back before 2018, when the last major revision took place.

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.