Early literacy skills are critical to a successful school experience. Third grade is considered an important milestone in a student's career in terms of reading proficiency and is correlated to whether a student will graduate high school. Up through 3rd grade, students are learning to read; after 3rd grade, they must be able to read in order to learn. There are persistent gaps in academic achievement among students of different races, ethnicities and incomes. Notably, racial gaps persist even among students of similar socioeconomic backgrounds.

In 2023, 50% of 3rd graders in MetroWest were considered proficient in reading, down 12 percentage points from 2019. This was higher than the 2023 statewide rate of 44%, which also decreased 12 points since 2019.

Students in MetroWest from economically disadvantaged backgrounds had a reading proficiency rate of 26% in 2023, compared to 63% of those who were not economically disadvantaged. The proficiency rate was highest among the region's Asian students (66%), followed by students who were white (56%), Black or African American (32%) and Hispanic or Latino (23%). Rates for all groups in MetroWest were slightly higher than those at the state level, but the region's racial and ethnic disparities were similar to Massachusetts as a whole. Since 2019, proficiency rates declined between eight and 15 points for all groups in the region.

Among individual districts, the rate was highest for 3rd graders in Weston (81%), Southborough (78%), Hopkinton (77%) and Medfield, Wellesley and Concord (all at 75%).

Proficiency rates were lowest in Waltham (33%), Marlborough (29%), Framingham (27%) and Milford (25%) - most of which have more diverse and more disadvantaged student bodies.

Studies point to 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.

The Massachusetts Department of Elementary and Secondary Education did not administer Spring 2020 MCAS for the 2019-2020 school year due to the cancellation of state assessments and school closures related to COVID-19. As assessments vary among states, it is not possible to include comparable data for the nation in this indicator. Data from earlier years is not comparable due to changes in the state test. Massachusetts students are considered "economically disadvantaged" if they receive assistance though the Supplemental Nutrition Assistance Program (SNAP), Transitional Assistance for Families with Dependent Children (TAFDC), the Department of Children and Families' (DCF) foster care program, or MassHealth insurance.