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Urban Classification, Not COVID-19 Community Rates, Was Associated With Modes of Learning in US K-12 Schools?
Goldman, Jennifer L; Schuster, Jennifer E; Maier, Vanessa F; Anand, Rohit; Hill, Elizabeth E; Butteris, Sabrina M; DeMuri, Gregory P; Omidfar, Samantha A; Brookhart, M Alan; Pak, Joyce; Benjamin, Daniel K; Zimmerman, Kanecia O.
  • Goldman JL; Department of Pediatrics, Children's Mercy Kansas City, University of Missouri- Kansas City.
  • Schuster JE; Department of Pediatrics, Children's Mercy Kansas City, University of Missouri- Kansas City.
  • Maier VF; Department of Family Medicine, School of Medicine.
  • Anand R; Case Western Reserve University School of Medicine, Cleveland, Ohio.
  • Hill EE; Department of Pediatrics, University of Michigan Health, Michigan Medicine, University of Michigan, Ann Arbor, Michigan.
  • Butteris SM; Department of Pediatrics, School of Medicine & Public Health.
  • DeMuri GP; Department of Pediatrics, School of Medicine & Public Health.
  • Omidfar SA; University of Wisconsin-Madison, Madison, Wisconsin.
  • Brookhart MA; Departments of Population Health Sciences.
  • Pak J; Department of Epidemiology, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina.
  • Benjamin DK; School of Medicine.
  • Zimmerman KO; Duke Clinical Research Institute, School of Medicine, Duke University, Durham, North Carolina.
Pediatrics ; 149(12 Suppl 2)2022 02 01.
Article in English | MEDLINE | ID: covidwho-2162652
ABSTRACT

OBJECTIVES:

To identify factors associated with the decision to provide in-person, hybrid, and remote learning in kindergarten through 12th grade school districts during the 2020-2021 school year.

METHODS:

We performed a retrospective study evaluating school district mode of learning and community coronavirus 2019 (COVID-19) incidence and percentage positivity rates at 3 time points during the pandemic (1) September 15, 2020 (the beginning of the school year, before Centers for Disease Control and Prevention guidance); (2) November 15, 2020 (midsemester after the release of Centers for Disease Control and Prevention guidance and an increase of COVID-19 cases); and (3) January 15, 2021 (start of the second semester and peak COVID-19 rates). Five states were included in the

analysis:

Michigan, Missouri, North Carolina, Ohio, and Wisconsin. The primary outcome was mode of learning in elementary, middle, and high schools during 3 time points. The measures included community COVID-19 incidence and percentage positivity rates, school and student demographics, and county size classification of school location.

RESULTS:

No relationship between mode of learning and community COVID-19 rates was observed. County urban classification of school location was associated with mode of learning with school districts in nonmetropolitan and small metropolitan counties more likely to be in-person.

CONCLUSIONS:

Community COVID-19 rates did not appear to influence the decision of when to provide in-person learning. Further understanding of factors driving the decisions to bring children back into the classroom are needed. Standardizing policies on how schools apply national guidance to local decision-making may decrease disparities in emergent crises.
Subject(s)

Full text: Available Collection: International databases Database: MEDLINE Main subject: Urban Population / Education, Distance / COVID-19 Type of study: Experimental Studies / Observational study / Prognostic study Limits: Adolescent / Child / Child, preschool / Humans Country/Region as subject: North America Language: English Year: 2022 Document Type: Article

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Full text: Available Collection: International databases Database: MEDLINE Main subject: Urban Population / Education, Distance / COVID-19 Type of study: Experimental Studies / Observational study / Prognostic study Limits: Adolescent / Child / Child, preschool / Humans Country/Region as subject: North America Language: English Year: 2022 Document Type: Article