What does this score mean?

A score of 100 represents racial equity, meaning there are no racial disparities in the outcomes between black and white populations. The lower the Equity Score, the greater the disparity.

For Third-Grade Reading Proficiency, a score of 100 – a score reflecting racial equity – would mean black and white third-grade students are equally likely to meet state standards in English. It is important to note that for this indicator, equity is not our only goal; we also want to improve outcomes for all.

WHAT DOES THIS ANALYSIS MEAN?

White third-graders are two times more likely than black third-graders to demonstrate reading proficiency. In the City of St. Louis, white third-graders are 2.5 times as likely to demonstrate reading proficiency (64.5%) when compared to black third-graders (25.7%). In St. Louis County, the disparity between white and black third-graders reading proficiency is about two times as likely (77.8% compared to 39.9%), and in St. Charles County, the disparity is about 1.5 times as likely (74%  relative to 48.9%).

If proficiency rates were equitable, the number of black third-graders meeting state standards in English would have increased by:

• 874 in the City of St. Louis, 
• 83 in St. Charles County, and
• 1,515 in St. Louis County.

Why Does Third-Grade Reading Proficiency Matter?

WHICH CALLS TO ACTION FROM THE FERGUSON COMMISSION’s REPORT ARE LINKED WITH THIS INDICATOR?

While there are no direct calls to action from the Ferguson Commission related to raising test scores, the commission calls for:

• Providing Rigorous Primary and Secondary Education

Questions for Further Investigation:

• Why is there a racial disparity in Third-Grade Reading Proficiency?
• What can St. Louis do to reduce racial disparities in Third-Grade Reading Proficiency?
• What initiatives are currently underway to reduce racial disparities in Third-Grade Reading Proficiency?

Third-Grade Reading Proficiency Data