Every Child is Successful
What does this measure?
The percent of students tested who met or exceeded the state standard on the NYS Grade 4 English exam. 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 reading skills are critical to a successful school experience and a productive work life.
How is our region performing?
In 2016, 37% of fourth-graders in our region passed the English exam (met or exceeded state standards), close to the statewide rate of 41%. Among the counties, passing rates were highest in Livingston (39%) and lowest in Wyoming (29%). The largest change from 2015 to 2016 was in Yates County, which saw an increase of around 14 percentage points, after having the largest decrease in rate the previous year. In Rochester, the 2016 passing rate was 8% for students attending traditional public schools, an increase of 3 points from 2015, compared to 46% for Rochester charter school students. About 9% of all 4th graders in Rochester public schools who took the exam attended charter schools.
However, it should be noted that a substantial number of students did not take state exams in 2016 due to parent concerns about testing in schools. In our region, 25% of 3rd-8th graders in the region opted not to take the English exam. Fairport School District had the highest opt-out rate, at 54%, while the Rochester City School District had the lowest rate at 12%. 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, and previously, in 2010 the state revised scoring of its tests, raising the threshold for passing. 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. Data for this indicator are expected to be released in the third quarter.