Indoor Dining and In-Person Learning: A Comparison of 30 US Cities

Abstract

With limited US federal leadership on closing and re-opening strategies to mitigate the COVID-19 pandemic, cities and states were left to enact their own policies. This article examines two key sets of policies—in-person learning in public elementary schools and indoor dining—across 30 of the largest US cities in the summer, fall, and winter of 2020. We review indoor dining and in-person elementary education policy decisions between 1 May 2020 and 14 December 2020 across 30 US cities. We review the public health evidence, political power, and jurisdictional challenges that cities faced, and the policy implications of these factors. Overwhelmingly, indoor dining re-opened in cities while in-person elementary schools were kept closed; indoor dining re-opened in all cities in fall 2020, while only 40% of public elementary schools re-opened for in-person instruction. Looking ahead to fully bringing students back for in-person learning, and considering future potential community outbreaks, this retrospective analysis can help inform city and state governments on policy decisions around indoor dining and reopening/closing schools for in-person learning.

Remote elementary education (Part 2): grade-level comparative analysis with control

“…When applied to remote learning, educators must adopt effective methods of instruction and reach consistency in their teachings. Consistency may help teachers as well as students to feel more organized and less stressed (O'Leary et al, 2021). Consistency may also help students to feel more relaxed and comfortable in the classroom, which might increase their participation and engagement.…”

“…When applied to remote learning, educators must adopt effective methods of instruction and reach consistency in their teachings. Consistency may help teachers as well as students to feel more organized and less stressed (O’Leary et al. , 2021).…”