The COVID-19 pandemic drew new attention to the role of school boards in the U.S. In this paper, we examine school districts' choices of learning modality--whether and when to offer in-person, virtual, or hybrid instruction--over the course of the 2020-21 pandemic school year. The analysis takes advantage of granular weekly data on learning mode…

This report evaluates the COVID-19 situation after the release of the report, "A Blueprint for Back to School," which offered a framework for safely reopening schools in the fall. The report reflected the insights from 20 former federal officials, state school chiefs, and superintendents, many drawing on their experiences leading…

In the therapeutic void created by over 20 failed Alzheimer's disease drugs during the past decade, a new marketplace of "brain fitness" technology products has emerged. Ranging from video games and computer software to mobile phone apps and hand-held devices, these commercial products promise to maintain and enhance the memory,…

Summarizes a study to ascertain teacher beliefs about AIDS and to analyze Ohio primary teachers' attitudes about working with HIV/AIDS-infected children. Better inservice is needed to help teachers understand why it is impossible for them to be informed of HIV-infected students in their classrooms and the critical importance of using universal…

Purpose: We describe the impact of two interventions, a consumer-directed voucher for in-home supportive services and a chronic disease self-management-health-promotion nurse intervention, on the probability of use of two types of home care-skilled home health care and personal assistance services-received by functionally impaired Medicare…

The accelerating rate of data generation and resulting publications are taxing the ability of scientific investigators to stay current with the emerging literature. This problem, acute in science, is not uncommon in other areas. New approaches to managing this explosion of information are needed. While it is only possible to read one paper or…