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

In 2025, passing rates in Westchester County were higher for Asian and White students (82% and 76%, respectively) than for Hispanic and African American students (44% and 45%, respectively). Rates for both Asian and White students in Westchester were higher than the state rates of 71% and 59%, 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 31-point gap between African American and White student passing rates was higher than the state and similar counties by at least 11 points. Similarly, the 32-point gap between Hispanic and White students in Westchester was higher than the state's 15-point gap, Putnam's 20-point gap, and Nassau's 24-point gap, but lower than the 37-point gap in Rockland County.

Gaps were lower in larger districts such as Yonkers City School District, with an 11-point gap between Hispanic and White students, and a 17-point gap between African American and White students. White Plains City School District had a larger gap between Hispanic and White students (36 points), and between African American and White students (37 points).

Since 2014, the passing rate has increased 20 points or more among all racial/ethnic groups in Westchester County. The largest increase was among African American students, up 27 points.

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.

Data not available for some groups in some counties and districts. Subgroup data is not published for small groups (fewer than six students) to protect the confidentiality of students. Due to the coronavirus pandemic, there were no tests in 2019-20 and in 2020-21 most students did not take state tests.