Seroprevalence of anti-SARS-CoV-2 IgG Antibodies in the Staff of a Public School System in the Midwestern United States

BackgroundSince March 2020, the United States has lost over 200,000 lives to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), which causes COVID-19. A growing body of literature describes population-level SARS-CoV-2 exposure, but studies of antibody seroprevalence within school systems are critically lacking, hampering evidence-based discussions on school reopenings. The Lake Central School Corporation (LCSC), a public school system in suburban Indiana, USA, assessed SARS-CoV-2 seroprevalence in its staff and identified correlations between seropositivity and subjective histories and demographics.MethodsThis study is a cross-sectional, population-based analysis of the seroprevalence of SARS-CoV-2 in LCSC staff measured in July 2020. We tested for seroprevalence with the Abbott Alinity™ SARS-CoV-2 IgG antibody test. The primary outcome was the total seroprevalence of SARS-CoV-2, and secondary outcomes included trends of antibody presence in relation to baseline attributes.Findings753 participants representative of the staff at large were enrolled. 22 participants (2·9%, 95% CI: 1·8% - 4·4%) tested positive for SARS-CoV-2 antibodies. Correcting for test performance parameters, the seroprevalence is estimated at 1·7% (90% Credible Interval: 0·27% - 3·3%). Multivariable logistic regression including mask wearing, travel history, symptom history, and contact history revealed a 48-fold increase in the odds of seropositivity if an individual previously tested positive for COVID-19 (OR: 48.2, 95% CI: 4 - 600). Amongst individuals with no previous positive test, exposure to a person diagnosed with COVID-19 increased the odds of seropositivity by 7-fold (OR: 6.5, 95% CI: 2.06 - 18.9).InterpretationAssuming the presence of antibodies is associated with immunity against SARS-CoV-2 infection, these results demonstrate a broad lack of herd immunity amongst the school corporation’s staff irrespective of employment role or location. Protective measures like contact tracing face coverings, and social distancing are therefore vital to maintaining the safety of both students and staff as the school year progresses.FundingLake Central School CorporationResearch in contextEvidence before this studyWe searched PubMed, SSRN, Research Square, and Gale Power Search for peer-reviewed articles, preprints, and research reports on the seroprevalence of anti-severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) IgG antibodies, published in English, using the search terms “COVID-19 in schools,” “COVID-19 seroprevalence,” “COVID antibodies,” and similar terms up to August 30, 2020. We identified several articles pertaining to the spread of COVID-19 within schools and among children. Current evidence on the pediatric transmission of COVID-19 is mixed, but early data on secondary school transmission are sobering. Shared among this literature was an acknowledgement of the paucity of data regarding how the pandemic may progress in the students and staff of primary and secondary education systems. To our knowledge, there is no study that specifically interrogates the seroprevalence of COVID-19 among US public school staff.Added value of this studyAs of September 2020, the United States has had more COVID-19 cases than any other country. With many US schools opening for in-person classes for the 2020-2021 school year, a granular understanding of the transmission dynamics within public school systems is vital to effectively and appropriately defending against COVID-19. Most seroprevalence studies have been based on city or hospital-level populations; this study establishes a baseline seroprevalence of SARS-CoV-2 antibodies in a Midwest public school district prior to the initiation of the school year.Implications of all available evidenceThe results of this study reveal that the majority (98·3%) of LCSC staff have not been exposed to COVID-19 prior to the start of the school year. Staff are therefore vulnerable to a large outbreak after the school opens, underscoring the importance of maintaining rigorous sanitary practices within the schools. It is vital that all members of LCSC and similar school districts across the country continue social distancing and mask wearing throughout the school day to limit exposure to COVID-19. Contact tracing in combination with rapid testing for individuals exposed to an individual with COVID-19 should also be employed.

Neighbors Helping Neighbors: A University and K-12 School Partnership

Partnerships between schools and universities can be beneficial for all parties involved, particularly when their interests and goals for the partnership overlap. The Gifted Education Research and Resource Institute (GER2I) and Tippecanoe School Corporation (TSC) formalized a collaborative effort to improve identification procedures for students with gifts and talents, provide high-quality professional development for teachers, create services and resources for families, and develop evidence-based practices through research opportunities for graduate students and faculty. Suggestions for practitioners and university partners are discussed, along with future directions for the existing partnership.

Districts embrace the community to benefit all students

Moving from a traditional school district to one that embraces a community schools model requires fundamental shifts in organizational structure and practices. Evansville Vanderburgh School Corporation in southern Indiana and Vancouver Public Schools in Vancouver, Wash., are two districts that have navigated this change. Leaders from those districts describe their efforts to learn from data, build community support and staff buy in, leverage assets, build infrastructure, develop policies and procedures, and plan for sustaining their initiative.

The Pitch-Matching Ability of High School Choral Students

The purpose of this study was to determine the pitch-matching ability of high school choral students. Years of piano experience, middle school performance experience, and model were considered as variables that might affect pitch-matching ability. Gender of participants was also considered when identifying the effectiveness of each model. Participants (N = 164) were students of a rural school corporation in Northern Indiana and were enrolled in auditioned and nonauditioned choral ensembles. Results indicated that the study population had poor pitch-matching skills based on the rubric used by the researchers. Significant associations between pitch-matching ability and years of piano experience and middle school performance experience were revealed. At a 95% confidence interval, the female model elicited more accurate responses from participants than the male or piano model.

Supporting Social and Cognitive Growth Among Disadvantaged Middle-Grades Students in TASC After-School Projects

The field of after-school programming remains rife with unanswered questions. What constitutes quality in after-school programs? Are after-school opportunities valuable for participants regardless of their quality? Are differences in quality associated with differences in participant benefit? This sub-study of the longitudinal evaluation of The After-School Corporation (TASC) looks at how after-school opportunities with varying features affect urban middle-grades (6-8) adolescents who live in impoverished circumstances. Supported by the William T. Grant Foundation, the study explores the associations between after-school project features and the social and cognitive outcomes of disadvantaged middle-grades participants in TASC programs. The study relies on data collected during the 2001-02 and 2002-03 school years in eight TASC projects serving middle-grades students.

New Programs

The Profrssional-Year Program. a component of the Training Teacher Trainers Project (or TTT), was initiated during the 1969-70 school year al Indiana University in cooperation with the Monroe County Community School Corporation. Presently the project involves 92 undergraduate students who are completing methods courses and student teaching simultaneously in three schools in Monroe County.