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

In 2018, 28% of low-income students, 13% of English Language Learners, and 9% of students with disabilities in the region passed the third-grade English exam, compared to 43% of the region's third-graders overall. Rates were higher statewide for these groups: 40% of low-income students, 19% of English Language Learners, and 20% of students with disabilities passed compared to 51% of students overall.

Among the counties, Ontario had the lowest passing rate for low-income students, at 24% and Yates had the highest (40%). Yates also had the highest rate for students with disabilities (20%). The low number of English language learners and students with disabilities in third grade in many of the region's counties prevents meaningful comparison of results across student groups.

In Rochester, the 2018 passing rate for students attending city district schools was 15% among low income students, 7% for English Language Learners, and 17% for third-graders overall. Of the region's cities, Batavia had the highest rates for low-income students, with 35% passing in 2018.

Overall in the region in 2018, 54% the third-grade students who took the exam were low-income, 12% were students with disabilities, 5% were English Language Learners.

We note that that a substantial number of students did not take state exams in 2018 due to parent concerns about testing in schools. In our region in 2018, 19% of 3rd-8th graders in the region opted not to take the English exam. In 2018, Greece Central School District had the highest opt-out rate, at 39%, while the Rochester City School District had the lowest rate at 6%. 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.

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.

Low-income or economically disadvantaged students are those who participate in, or whose family participates in, economic assistance programs, such as the free or reduced-price lunch programs, Social Security Insurance (SSI), Food Stamps, Foster Care, Refugee Assistance (cash or medical assistance), Earned Income Tax Credit (EITC), Home Energy Assistance Program (HEAP), Safety Net Assistance (SNA), Bureau of Indian Affairs (BIA), or Family Assistance: Temporary Assistance for Needy Families (TANF). If one student in a family is identified as low income, all students from that household (economic unit) may be identified as low income.

English Language Learners (ELLs) are those who, by reason of foreign birth or ancestry, speak or understand a language other than English and speak or understand little or no English, and require support in order to become proficient in English. These students are also referred to as Limited English Proficient (LEP).

Students with Disabilities (SWD) means children with a disability, as defined in Education Law; who do not turn 21 before September first; who are entitled to attend public school; who because of mental, physical or emotional reasons, have been identified as having a disability; and who require special services or programs. Students who are identified as having a disability may have autism, deafness, deaf-blindness, emotional disturbance, hearing impairment, learning disability, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, speech or language impairment, traumatic brain injury or visual impairment (including blindness).

Data for this indicator are expected to be released in the third quarter.