COVID-19 Trends in Florida K-12 Schools, August 10 – November 14, 2020 (Preprint)

2020 ◽  
Author(s):  
Rebekah Jones

BACKGROUND Florida school case data provides an opportunity to examine the extent to which COVID-19 has been detected and reported in schools through reporting of cases by day, by school level, by location, for both students and staff. Student enrollment across Florida’s 67 districts totals more than 2.67 million, with five of the ten most populated districts in the country within Florida’s public-school system. Schools in Florida’s mix of urban, suburban and rural districts, in addition to the variety of policies ranging from availability of virtual instruction to mandatory-mask mandates, make it an ideal case study for examining larger trends in COVID-19’s prevalence in American schools. This data could help inform decisions makers evaluating mitigation strategies and access to virtual learning, as well as build upon current knowledge of COVID-19 in American society. OBJECTIVE Florida schools began reopening to in-person instruction in August have reported more than 18,000 student and staff cases of COVID-19 as of November 14, 2020. Incidence of COVID-19 cases in K-12 students and staff is of urgent public health concern. METHODS During August 10 – November 14, 2020, laboratory-confirmed cases of COVID-19 in 10,088 students and 4,507 staff in K-12 schools were confirmed by either the Florida Department of Health, or directly from the 43 independently-reporting school districts in the state. School case data, collected daily, and school enrollment data for both in-person (including hybrid) and virtual learning were obtained by public records request to each of Florida’s 67 districts for each week of the study period. Data regarding mask policies were obtained either from each district’s reopening plan, or from public records request. No assessment of school case data or rates with consideration of age groups and mask policies at this scale or with this level of granularity were discovered after an exhaustive search. The Centers for Disease Control (CDC) provides guidance for safely reopening schools, based primarily on the rate of community spread within a given district or county. County COVID-19 case rates were calculated based on new cases over a 14-day period at a rate per 1,000 people based on data reported by the Florida Department of Health. RESULTS During August 10 – November 14, 2020, the state-wide incidence rate (cases per 1,000 students enrolled in face-to-face or hybrid instruction) in Florida high school students (12.5) was 70% higher than younger cohorts (7.4). School data by grade level (e.g. elementary, middle, high) shows trends consistent with earlier findings by the CDC regarding case rates between younger and older adolescents. Staff rates are higher than student rates in all school environments except high schools. The proportion of student to staff cases in Florida schools was closest in the elementary setting (60% students – 40% staff) compared to the high school setting (82% students – 18% staff). CONCLUSIONS Case incidence varies significantly between school grade levels and between students and staff. Staff rates are higher than student rates in all school environments except high schools, and staff benefit most by mandatory-mask mandates. The rate of cases within schools is highly correlated with cases within a community, more than the size of the district by total enrollment. Percent enrollment in face-to-face instruction is a secondary influencer of case incidence rates in schools. In areas with higher pediatric community case rates compared to school case rates, districts may be under-reporting school case totals for students, or “disqualifying” student cases based on when a student tested and whether the case could be directly linked to the school environment. More research is needed to further understand the wealth of data available regarding COVID-19 incidence in Florida, and to develop proper mitigation strategies to confront this unprecedented challenge. CLINICALTRIAL N/A

2020 ◽  
Author(s):  
Rebekah D. Jones ◽  
Jacob E. Romer

AbstractLimited research on the prevalence and characteristics of SARS-CoV-2 (COVID-19) in K-12 environments has led to a flurry of speculative, qualitative, non-data-driven analysis with potentially dangerous implications for public health policy. Twenty-four US states provide, at a minimum, outbreak data in K-12 schools. Student enrollment across Florida’s 67 districts totals more than 2.67 million, with five of the ten most populated districts in the country in the state. This study uses Florida as a case study in COVID-19 trends in schools. With no state-wide mask mandate, varying levels of virtual-instruction participation, and a range of rural, suburban, and urban environments, Florida represents the wide range of learning environments and COVID-19 approaches to mitigation observed across the country. The Covid Monitor began tracking case data in K-12 schools in July 2020, and has since reported more than 200,000 confirmed cases of the virus in the K-12 environment nationwide – the largest date repository for cases in schools. The Covid Monitor’s national database allows for analysis of the characteristics and trends of cases in schools over time. The results may inform decisions about continued in-person and virtual learning access and promotion across the United States, as well as mitigation measures related to reopening policies across districts responsive to model results. These results also provide a baseline for monitoring trends and evaluating mitigation strategies.Table of Contents SummaryUsing the most comprehensive database of K-12 COVID-19 case data in the country, Florida provides clues for understanding student and staff cases in schools.What’s known on this subjectFlorida schools began reopening to in-person instruction in August and reported 15,393 student and staff cases of COVID-19 as of November 14, 2020. Incidence of COVID-19 cases in K-12 students and staff is of urgent public health concern.What this study addsCOVID-19 cases reported in Florida schools were most influenced by community case rates and percent of students attending face-to-face. Student case rates were highest in high schools (4.5 per 1,000); staff case rates were highest in elementary levels (4.5-4.8).


Author(s):  
Rebekah D. Jones

AbstractData collected from 38 states from August 3 – November 15, 2020 showed more than 250,000 confirmed student and staff cases of SARS-CoV-2 in K-12 schools1. Yet, analysis of COVID-19 case data in USA schools has been extremely limited2,3. To date, no large-scale or state-wide analyses by school level and grade has been published, opening a wide gap in understanding COVID-19 in American schools. A large-scale assessment of available data and trends could provide a baseline for understanding the virus in the K-12 learning environment and dispel misconceptions about the prevalence of COVID-19 in schools.Table of Contents SummaryUsing the most comprehensive database of K-12 COVID-19 case data in the country, Florida provides clues for understanding student and staff cases in schools.What’s known on this subjectFlorida schools began reopening to in-person instruction in August have reported more than 18,000 student and staff cases of COVID-19 as of November 14, 2020. Incidence of COVID-19 cases in K-12 students and staff is of urgent public health concern.What this study addsCOVID-19 cases reported in Florida schools were most influenced by community case rates, district mask policies, and percent of students attending face-to-face. Student case rates were highest in high schools (12.5 per 1,000).


2013 ◽  
Vol 4 (2) ◽  
pp. 105-118
Author(s):  
Joe Morgan ◽  
Wei Zhan ◽  
Matt Leonard

To increase the interest in science, technology, engineering, and math (STEM) among high school students, the National Aeronautics and Space Administration (NASA) created the “High Schools United with NASA to Create Hardware” (HUNCH) program. To enhance the experience of the students, NASA sponsored two additional projects that require universities to design and implement educational modules to be delivered over two (fall and spring) semesters to the six high schools in the area of project management. These modules exposed the students to project management concepts and tools that can be applied in their HUNCH projects. The benefits of the project management modules are: 1) acquiring knowledge in project management, 2) timely, cost- effective execution of the HUNCH projects, and most important, 3) increased student interest in STEM. This article discusses the details of Texas A&M University’s design and implementation of the project management modules. The faculty members involved in the sponsored research projects designed and taught the educational modules. The educational modules were reviewed by the Project Management Institute-Clear Lake (PMI-CL) to ensure consistency with PMI’s project management standards. Texas A&M University partnered with three high schools during this project. Undergraduate students at Texas A&M University who were enrolled in a project management course using project management techniques to complete their capstone design projects mentored the high school students. The interactions between the undergraduate and high school students proved beneficial to both parties. Pre- and post- tests in project management were designed and conducted in each high school. The data are used to analyze the effectiveness of student learning. 


Author(s):  
Douglas Lauen ◽  
Sarah Fuller ◽  
Tom Swiderski ◽  
Fatih Unlu

Early college high schools (ECHS) are small schools of choice which provide students with the opportunity to earn, at no financial cost to them, two years of transferable college credit or an associate's degree while simultaneously satisfying high school graduation requirements. This promising intervention is aimed at smoothing the transition from high school to college for under-represented minorities and students from economically disadvantaged backgrounds. There are about 80 ECHS in North Carolina, although the model is implemented in many other states as well. While much is known from prior research about the impacts of the intervention on educational attainment, nothing is known about longer term outcomes such as employment, wages, criminal involvement, and voting behavior. The present study will briefly describe the data collection process, research methods, and preliminary findings on the effects of the intervention on voting and criminal conviction in North Carolina. We will also present results on whether impacts on long term civic outcomes are mediated by educational attainment. Quasi-experimental impacts have been validated against impacts generated from a randomized controlled trial of the same intervention in a subset of the sites during the same time period. The team assembled personally-identified population level statewide administrative data on all NC high school students (including ECHS) and linked it to records housed at community colleges, universities, the Department of Public Safety (incarceration), and Board of Elections (voting). Together this effort comprises one of the more comprehensive administrative data collection efforts linking student level K-12, postsecondary, and longer-term outcomes.


2019 ◽  
pp. 004208591987369 ◽  
Author(s):  
Loyce Caruthers ◽  
Bradley Poos ◽  
Jennifer Friend

A mixed-methods approach of sequential explanatory strategy was used to explore experiences of 37 students related to an Early College Academy (ECA) program and their high schools. Data consisted of mixed survey with scaled and open-ended questions followed by in-depth interviews with 12 students. Findings suggested students benefited from the meritocracy of the ECA program leaving many of their peers behind. Several expressed concerns about chaotic high school environments and neoliberal practices of didactic teaching in both settings. The challenge is to provide access to college for more students and transform neoliberal practices at all levels of schooling.


Author(s):  
Sri Sugiyarti ◽  
Muhammad Iqbal Arrosyad

The charitable endeavors of Muhammadiyah in the Bangka Belitung Region in the field of education from the levels of Elementary Schools, Junior High Schools, and High Schools and Vocational High Schools are spread to all districts/cities. However, the discussion about Muhammadiyah education in Bangka Belitung is very minimal. This research is a descriptive study with a qualitative approach. This study took the sample of the oldest and best senior high school as an illustration of Muhammadiyah education management in Bangka Belitung. The results showed that Muhammadiyah Education experienced various obstacles to the threat of closure, however, they were able to rise from adversity. Muhammadiyah Pangkalpinang High School as the oldest school departed from a school that boarded at Muhammadiyah Middle School and later became one of the most popular schools in the era of the 1990s to accommodate students up to 18 classes, but later it fell free and was almost closed due to the lack of students. Several times the change of school principals has not improved, a new hope is obtained when the management of this school is submitted to the STKIP Muhammadiyah Bangka Belitung to become its lab school. Now with new facilities and management, the number of students is increasing, slowly but surely this school is starting to improve itself. Meanwhile, Muhammadiyah Toboali High School, South Bangka Regency, which was established in 1994, almost lost public confidence, due to a large number of students who failed the National Examination for the 2006/2007 school year. The situation changed along with Supiandi's leadership, his persistence in managing the school, and finally, the trust in the community returned. Now the number of students has reached nearly 500 students


2017 ◽  
Vol 1 (2) ◽  
pp. 145
Author(s):  
Ranulin Windarsari ◽  
Sunardi Sunardi ◽  
Djono Djono

This study is aimed to describe the implementation of learning history in high school equivalency programs. This study uses the descriptive qualitative method. Data were collected by interviews, documentation, and observation. Data analysis technique use qualitative analysis inductive models with purposive sampling technique. The results of this study are: first, planning learning history in high school equivalency program started from In-House Training for educators in high school equivalency program which practiced in the preparation of the learning device are appropriate to the curriculum; second, the implementation of learning history in high school equivalency program involves three patterns of learning consisting of 20% face-to-face interaction, 30% tutorials, and 50% independent activity; third, constraints in the implementation is the readiness of learners in receiving learning materials, learning infrastructure, and the competence of educators in conveying the teaching of history; fourth, evaluation of learning history in high school equivalency program is equal to the formal school.


2016 ◽  
Author(s):  
Tina Fetner ◽  
Athena Elafros ◽  
Sandra Bortolin ◽  
Coralee Drechsler

In activists' circles as in sociology, the concept "safe space" has beenapplied to all sorts of programs, organizations, and practices. However,few studies have specified clearly what safe spaces are and how theysupport the people who occupy them. In this paper, we examine one sociallocation typically understood to be a safe space: gay-straight alliancegroups in high schools. Using qualitative interviews with young adults inthe United States and Canada who have participated in gay-straightalliances, we examine the experiences of safe spaces in these groups. Weunpack this complex concept to consider some of the dimensions along whichsafe spaces might vary. Participants identified several types of safespace, and from their observations we derive three inter-related dimensionsof safe space: social context, membership and activity.


Author(s):  
Leanri van Heerden

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design


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