Evidence map›Paper›PMID 35922896›Full record

ArticlePediatrics2022

Test-to-Stay Implementation in 4 Pre-K-12 School Districts.

Samantha L Lammie, Laura Ford, Megan Swanson, Angie S Guinn, Emiko Kamitani, André van Zyl, Charles E Rose, Kristy Marynak, Jamila Shields, Catherine V Donovan and 6 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Pediatrics, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

16 authors.

Samantha L LammieEpidemic Intelligence Service.
Laura FordEpidemic Intelligence Service.
Megan SwansonCOVID-19 Emergency Response Team, Centers for Disease Control and Prevention, Atlanta, Georgia.
Angie S GuinnCOVID-19 Emergency Response Team, Centers for Disease Control and Prevention, Atlanta, Georgia.
Emiko KamitaniCOVID-19 Emergency Response Team, Centers for Disease Control and Prevention, Atlanta, Georgia.
André van ZylCOVID-19 Emergency Response Team, Centers for Disease Control and Prevention, Atlanta, Georgia.
Charles E RoseCOVID-19 Emergency Response Team, Centers for Disease Control and Prevention, Atlanta, Georgia.
Kristy MarynakCOVID-19 Emergency Response Team, Centers for Disease Control and Prevention, Atlanta, Georgia.
Jamila ShieldsCOVID-19 Emergency Response Team, Centers for Disease Control and Prevention, Atlanta, Georgia.
Catherine V DonovanCOVID-19 Emergency Response Team, Centers for Disease Control and Prevention, Atlanta, Georgia.
Emily J HolmanCOVID-19 Emergency Response Team, Centers for Disease Control and Prevention, Atlanta, Georgia.
Miguella Mark-CarewCOVID-19 Emergency Response Team, Centers for Disease Control and Prevention, Atlanta, Georgia.
Michael WeltonCOVID-19 Emergency Response Team, Centers for Disease Control and Prevention, Atlanta, Georgia.
Ebony S ThomasCOVID-19 Emergency Response Team, Centers for Disease Control and Prevention, Atlanta, Georgia.
John C NeatherlinCOVID-19 Emergency Response Team, Centers for Disease Control and Prevention, Atlanta, Georgia.
state and local partners group

Funding

Intramural CDC HHS CC999999
6 · The paper itself

Abstract

objectivesGlobally, coronavirus disease 2019 (COVID-19) has affected how children learn. We evaluated the impact of Test to Stay (TTS) on secondary and tertiary transmission of severe acute respiratory syndrome coronavirus 2 and potential impact on in-person learning in 4 school districts in the United States from September 13 to November 19, 2021.

methodsImplementation of TTS varied across school districts. Data on index cases, school-based close contacts, TTS participation, and testing results were obtained from 4 school districts in diverse geographic regions. Descriptive statistics, secondary and tertiary attack risk, and a theoretical estimate of impact on in-person learning were calculated.

resultsFifty-one schools in 4 school districts reported 374 coronavirus disease COVID-19 index cases and 2520 school-based close contacts eligible for TTS. The proportion participating in TTS ranged from 22% to 79%. By district, the secondary attack risk and tertiary attack risk among TTS participants ranged between 2.2% to 11.1% and 0% to 17.6%, respectively. Nine clusters were identified among secondary cases and 2 among tertiary cases. The theoretical maximum number of days of in-person learning saved by using TTS was 976 to 4650 days across jurisdictions.

conclusionsTTS preserves in-person learning. Decisions to participate in TTS may have been influenced by ease of access to testing, communication between schools and families, testing logistics, and school resources. Tertiary attack risk determination became more complicated when numbers of close contacts increased. Minimizing exposure through continued layered prevention strategies is imperative. To ensure adequate resources for TTS, community transmission levels should be considered.

Indexed as

COVID-19ChildChild, PreschoolHumansRisk FactorsSARS-CoV-2SchoolsUnited States

Identifiers

PMID35922896
PMCPMC10043738

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.