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

In 2023, passing rates in Westchester County were higher for Asian and White students (75% and 69%, respectively) than for Hispanic and African American students (36% and 41%, respectively). Rates for both Asian and White students in Westchester were higher than the state rates of 65% and 50%, 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, except for Rockland County. Westchester's 28-point gap between African American and White student passing rates was slightly lower than Rockland County's 31-point gap, close to Putnam's 25-point gap, and significantly higher than the state's 12-point gap, and Nassau's 17-point gap. Similarly, the 33-point gap between Hispanic and White students in Westchester was lower than the 41-point gap in Rockland County, but higher than the state's 16-point gap, Putnam's 21-point gap, and Nassau's 25-point gap.

Gaps were lower in larger districts such as Yonkers City School District, with a 15-point gap between Hispanic and White students, and a 12-point gap between African American and White students. White Plains City School District had a larger gap between Hispanic and White students (35 points), and between African American and White students (25 points).

Since 2013, the passing rate has increased amongst all racial/ethnic groups in Westchester County. The largest increase was amongst African American and Hispanic students (22 and 17 points, respectively).

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.

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