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

In 2019, passing rates in Westchester County were higher for Asian and white students (83% and 75%, respectively) than for Hispanic and African American students (both at 43%). Rates for both Asian and white students in Westchester were higher than the state rates of 71% and 58% respectively while the rates for Hispanic and African American students were comparable.

The gap between African American and Hispanic student passing rates compared to white rates was larger in Westchester than in the state and similar counties. Westchester's 32-point gap between African American and white student passing rates was slightly higher than Rockland County's 29-point gap and significantly higher than the state's 13-point gap, Putnam's 14-point gap, and Nassau's 19-point gap. Similarly, the 32-point gap between Hispanic and white students in Westchester was close to the 34-point gap in Rockland County, but higher than the state's 15-point gap, Putnam's 21-point gap, and Nassau's 24-point gap.

Gaps were lower in larger districts such as Yonkers City School District with an 18-point gap between Hispanic and white students and a 20-point gap between African American and white students. White Plains City School District had a larger gap between Hispanic and white students (42 points) and a similar gap between African American and white students (33 points).

We note that a substantial number of students did not take state exams in 2019 due to parent concerns about testing in schools. In Westchester in 2019, 13% of 3rd-8th graders in the region opted not to take the English exam - a lower rate than the opt out rates in Nassau (38%), Putnam (31%), and Rockland (28%).

There are a variety of factors believed to contribute to disparities in test scores and other measures of student achievement. School systems in the United States are highly segregated, and students of color disproportionately attend schools with high proportions of low-income students who may not have benefited from early learning opportunities at the same rate as other students. Schools also have different levels of resources ranging from qualified/experienced teachers to advanced courses to facilities and technology, and schools with large Black and Latino populations often have lower levels. In addition, teachers across all school systems tend to be disproportionately white, and teaching practices and curriculum may not be culturally relevant to students of color.

Results are presented for 2019 because tests were not given in 2020 due to the coronavirus pandemic and in 2021, only 40% of students took exams (for more information, see the state's website).

Subgroup data is not published for small groups (fewer than six students) in order to protect the confidentiality of students.