Every Child is Successful
What does this measure?
The percent of students tested who met or exceeded the state standard on the NYS Grade 8 Math exam, broken down by students' race or ethnicity. 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?
The middle school math examination serves as a checkpoint for high school preparation. Performance on this exam can help predict high school success in math.
How is our region performing?
Passing rates in 2016 were higher for white and Asian students in the region (21% and 22%, respectively) than for Hispanic and African American students (5% and 4% respectively). Rates in the region were below the state rate for all groups, with the largest difference for Asian students, whose passing rate was 32 points below the state rate. Among African American and Hispanic students attending traditional public schools in Rochester, only 5 students passed districtwide-fewer than 1% for each group.
Some 8th graders take the Regents algebra exam instead of the state math exam for 8th graders, which impacts the results.
It should be taken into consideration that due to parent concerns about testing in schools, a large number of students did not take state exams in 2016 (also known as "opting-out"), which could affect overall achievement levels. Across the region, 28% of 3rd-8th graders opted-out of the NYS Math exams. The rate in Monroe County was 30%, Rochester's rate was 16% and Seneca County was the highest among the surrounding counties, with an opt-out rate of 37%.
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.
Subgroup data is not published for small groups (fewer than five students) in order to protect the confidentiality of students. New York State also suppresses data for the next largest group.