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Source: New York State Education Department

What does this measure?

The percent of students tested who met or exceeded the state standard on the NYS Grade 3 Math exam, broken down by student subgroup. Student performance is scored from level 1 to 4. The state standard is met by scoring at level 3 or 4 and is considered passing.

Why is this important?

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

How is our region performing?

In 2019, 33% of low-income students, 20% of English language learners, and 13% of students with disabilities in the region passed the Grade 3 math exam, compared to 49% of fourth-graders overall. Rates for the region were lower than the state for all groups, with differences larger than 10 points for low-income and students with disabilities (11 and 13 points below state levels respectively).

The passing rates for low-income students were highest in Genesee (44%) and Orleans and Wyoming counties (both at 42%) and lowest in Wayne County at 27%. 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 (41%) compared to Rochester and Geneva at 21% and 15% respectively. The Rochester's district rate was 11% for English language learners and 8% for students with disabilities.

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, 16% of 3rd-8th graders in the region opted not to take the Math exam. In 2019, Spencerport School District had the highest opt-out rate, at 38%, 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.

Notes about the data

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, 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.

Student Performance on Grade 3 Math, 2019
Economically DisadvantagedEnglish Language LearnersStudents with DisabilitiesTotal
Batavia School District41%10%50%
Surrounding Counties35%13%11%48%
Rochester Charter Schools71%25%16%57%
Canandaigua School District34%3%49%
Geneva School District15%N/A15%23%
NYS (excluding NYC)37%21%19%53%
Rochester School District21%11%8%22%

Source: New York State Education Department
Notes: Data shows students passing at level 3 or higher. Data is not reported for groups of less than 6 students.

Student Performance on Grade 3 Math, 2013
Economically DisadvantagedEnglish Language LearnersStudents with DisabilitiesTotal
Batavia School District14%5%25%
Surrounding Counties21%12%8%33%
Rochester Charter Schools29%63%34%
Canandaigua School District24%10%43%
Geneva School District6%N/AN/A16%
NYS (excluding NYC)17%9%8%34%
Rochester School District4%1%1%6%

Source: New York State Education Department
Notes: Data shows students passing at level 3 or higher. Data is not reported for groups of less than 6 students.

Worse than NYS by 10% or more
Up to 10% worse than NYS
Equal to or better than NYS

*No or multiple regional values for this indicator

Worse than NYS by 10% or more
Up to 10% worse than NYS
Equal to or better than NYS