CoChat
Sign Up
Cited by 233COVID-19 epidemiological studiesEducation during COVID-19 pandemicSARS-CoV-2 and COVID-19 Research

The DOI matches its Crossref record; 24 of the 24 references it cites were found in a registry or an index.

Household COVID-19 risk and in-person schooling

Open access
Lessler, Justin, Grabowski, M. Kate, Grantz, Kyra H., Badillo-Goicoechea, Elena, Metcalf, C. Jessica E., Lupton-Smith, Carly, Azman, Andrew S., Stuart, Elizabeth A.·2021·Science
DOI 10.1126/science.abh2939PMC PMC8168618

Published version of a preprint

Open this paper in CoChat — free accountOpen PDF

Abstract

Back to school—safely: Severe COVID-19 in children is rare, but many schools remain closed because the transmission risk that school contact poses to adults and the wider community is unknown. Observing the heterogeneity of approaches taken among U.S. school districts, Lessler et al. investigated how different strategies influence COVID-19 transmission rates in the wider community using COVID-19 Symptom Survey data from Carnegie Mellon and Facebook. The authors found that when mitigation measures are in place, transmission within schools is limited and infection rates mirror that of the surrounding community. Science , abh2939, this issue p. 1092

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1126/science.abh2939

Cites

24 of 24 references verified0 citation errors · 0 not checkable

Statistics

Figures

Fig. 1 Spatial distribution of survey responses. (A) Number of survey respondents reporting a school-aged student in the household by county. (B) Percentage of households with school-aged children reporting any in-person schooling by county, excluding counties with fewer than 10 responses (excluded counties are shown in dark gray). (C) Percentage of households reporting a child in in-person schooling who report full-time in-person schooling, excluding counties with fewer than 10 reporting in-person schooling. (D) Average number of school-based mitigation measures reported for children with in-person schooling, excluding counties with fewer than 10 reporting in-person schooling.
Fig. 1 Spatial distribution of survey responses. (A) Number of survey respondents reporting a school-aged student in the household by county. (B) Percentage of households with school-aged children reporting any in-person schooling by county, excluding counties with fewer than 10 responses (excluded counties are shown in dark gray). (C) Percentage of households reporting a child in in-person schooling who report full-time in-person schooling, excluding counties with fewer than 10 reporting in-person schooling. (D) Average number of school-based mitigation measures reported for children with in-person schooling, excluding counties with fewer than 10 reporting in-person schooling.CC BY · PubMed Central
Fig. 2 Risk from in-person schooling and distribution of mitigation measures by grade. (A) Odds ratio of COVID-19–related outcomes associated with full- and part-time in-person schooling by outcome and grade level compared with individuals with children in their household not attending in-person schooling and adjusted for individual- and county-level covariates (but not number of mitigation measures), which indicates that the strength of the association increases with grade level. K, kindergarten. (B) Distribution of mitigation measures by grade level and full- versus part-time in-person status across all grades. Test+, positive SARS-CoV-2 test result.
Fig. 2 Risk from in-person schooling and distribution of mitigation measures by grade. (A) Odds ratio of COVID-19–related outcomes associated with full- and part-time in-person schooling by outcome and grade level compared with individuals with children in their household not attending in-person schooling and adjusted for individual- and county-level covariates (but not number of mitigation measures), which indicates that the strength of the association increases with grade level. K, kindergarten. (B) Distribution of mitigation measures by grade level and full- versus part-time in-person status across all grades. Test+, positive SARS-CoV-2 test result.CC BY · PubMed Central
Fig. 3 Impact of individual mitigation measures. (A) Relationship between number of mitigation measures and percent reporting COVID-19–related outcomes using a log-linear (solid lines) and spline (dashed lines) model. (B) Odds ratio of COVID-19–related outcomes by mitigation measure in multivariable model including all measures versus the reduction resulting from a generic mitigation measure (dashed line).
Fig. 3 Impact of individual mitigation measures. (A) Relationship between number of mitigation measures and percent reporting COVID-19–related outcomes using a log-linear (solid lines) and spline (dashed lines) model. (B) Odds ratio of COVID-19–related outcomes by mitigation measure in multivariable model including all measures versus the reduction resulting from a generic mitigation measure (dashed line).CC BY · PubMed Central
Fig. 4 Risk of in-person schooling by strata of number of reported mitigation measures. (A) Estimated risk associated with full- and part-time in-person schooling by outcome and number of mitigation measures implemented, adjusted for individual- and county-level covariates. (B) Distribution of mitigation measures by total number of measures implemented.
Fig. 4 Risk of in-person schooling by strata of number of reported mitigation measures. (A) Estimated risk associated with full- and part-time in-person schooling by outcome and number of mitigation measures implemented, adjusted for individual- and county-level covariates. (B) Distribution of mitigation measures by total number of measures implemented.CC BY · PubMed Central
Fig. 5 Subgroup analysis of association between in-person schooling and COVID-19–related outcomes. (A to C) Estimated odds ratios (versus those in strata not reporting in-person schooling) of COVID-19–related outcomes from full-time (circles and dashed lines) and part-time (triangles and dotted lines) in-person schooling, when data are stratified by county population size and relation to metropolitan areas (metropolitan area, nonmetropolitan area, or adjacent to metropolitan area) (A); quintile of incidence [quintile 1 (Q1) is lowest and Q5 is highest] (B); and propensity to report in-person schooling (Q5, most likely to have in-person schooling; Q1, least likely) (C). Horizontal dashed and dotted lines show overall point estimates for full-time and part-time in-person instruction, respectively.
Fig. 5 Subgroup analysis of association between in-person schooling and COVID-19–related outcomes. (A to C) Estimated odds ratios (versus those in strata not reporting in-person schooling) of COVID-19–related outcomes from full-time (circles and dashed lines) and part-time (triangles and dotted lines) in-person schooling, when data are stratified by county population size and relation to metropolitan areas (metropolitan area, nonmetropolitan area, or adjacent to metropolitan area) (A); quintile of incidence [quintile 1 (Q1) is lowest and Q5 is highest] (B); and propensity to report in-person schooling (Q5, most likely to have in-person schooling; Q1, least likely) (C). Horizontal dashed and dotted lines show overall point estimates for full-time and part-time in-person instruction, respectively.CC BY · PubMed Central

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 21 references

Cited by

Sorted by citations

Items 101–200 of 233

Related

See all

Metadata

Authors
Lessler, J., Grabowski, M. K., Grantz, K. H., Badillo-Goicoechea, E., Metcalf, C. J. E., Lupton-Smith, C., Azman, A. S., & Stuart, E. A.
Affiliations
  • Johns Hopkins University (US)
  • Department of Mental Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.
  • Princeton University (US)
  • Department of Biostatistics, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA.
  • University of Geneva (CH)
Corresponding author
Lessler, Justin
ORCID
Venue
Science
Publisher
American Association for the Advancement of Science (AAAS)
Published
2021-06-04
Volume
372
Issue
6546
Pages
1092-1097
ISSN
  • 0036-8075 (ISSN-L)
  • 1095-9203
DOI
10.1126/science.abh2939
PMC
PMC8168618
OpenAlex
W3157264684
Cited by
233
References
21
Citations by year
2026: 14 · 2025: 15 · 2024: 28 · 2023: 42 · 2022: 61 · 2021: 73
FWCI
19.72
Type
journal article
Language
en
Open access
Licence
Locations
  • Science (publishedVersion, cc-by)
  • medRxiv (acceptedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Archive ouverte UNIGE (University of Geneva) (submittedVersion, cc-by)
Funders
  • U.S. Department of Health and Human Services
  • Johns Hopkins University
Topics
  • Physical Sciences › Mathematics › Modeling and Simulation › COVID-19 epidemiological studies
  • Social Sciences › Education › Education during COVID-19 pandemic
  • Health Sciences › Medicine › Infectious Diseases › SARS-CoV-2 and COVID-19 Research
Keywords
COVID-19 pandemic, in-person schooling, household transmission, symptom screening, extracurricular activities, teachers, occupational risk, SARS-CoV-2
MeSH terms
School Teachers, Physical Distancing, COVID-19, Adolescent, Child, Child, Preschool, Communicable Disease Control, Family Characteristics, Humans, Masks, Surveys and Questionnaires, Schools, Students, United States, Risk Assessment

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review