Urban Classification, Not COVID-19 Community Rates, Was Associated With Modes of Learning in US K-12 Schools?

Creator(s)

Jennifer Goldman, Children's Mercy Kansas CityFollow
Jennifer E. Schuster, Children's Mercy HospitalFollow
Vanessa F. Maier
Rohit Anand
Elizabeth E. Hill
Sabrina M. Butteris
Gregory P. DeMuri
Samantha A. Omidfar
M Alan Brookhart
Joyce Pak
Daniel K. Benjamin
Kanecia O. Zimmerman

Document Type

Article

Publication Date

2-1-2022

Identifier

DOI: 10.1542/peds.2021-054268M

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.

Journal Title

Pediatrics

Volume

149

Issue

12 Suppl 2

MeSH Keywords

Adolescent; COVID-19; Child; Child, Preschool; Education, Distance; Humans; Retrospective Studies; United States; Urban Population

Keywords

COVID-19; Distance Education; Retrospective Studies; United States; Urban Population

Recommended Citation

Goldman JL, Schuster JE, Maier VF, et al. Urban Classification, Not COVID-19 Community Rates, Was Associated With Modes of Learning in US K-12 Schools?. Pediatrics. 2022;149(12 Suppl 2):e2021054268M. doi:10.1542/peds.2021-054268M