Early development of mathematics concepts provides the basis for mastery of problem solving and computation skills.

In 2022, 24% of low-income students, 17% of English language learners, and 11% of students with disabilities in the region passed the Grade 3 math exam, compared to 40% of third-graders overall. Rates for the region were lower than the state for all groups by 10 percentage points or more.

The passing rates for low-income students were highest in Orleans County (34%) and Genesee County (32%) and lowest in Yates County at 19%. The low number of English language learners and students with disabilities in third grade in many of the region's counties prevents any meaningful comparison of results across student groups within these counties.

For the cities in our region, Batavia had the highest rate for low-income students (39%) compared to Canandaigua (20%), Rochester (11%) and Geneva (7%). The Rochester district rates were 9% for English language learners and 6% for students with disabilities.

In our region in 2022, 11% of 3rd-8th graders in the region opted not to take the math exam. Opt-out rates varied by district: In 2022, Spencerport School District had the highest opt-out rate, at 31%, while the Rochester City School District had the lowest rate at 2%.

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.

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, ages 5-21, 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.