I'm loving this. I'm screaming many points I'd love for them to consider.
I am of the group of epis that took issue with the Atlantic piece bc of the causal statements drawn from descriptive data.
I'd love to continue the conversation about elimination and acceptable rates.
I am of the group of epis that took issue with the Atlantic piece bc of the causal statements drawn from descriptive data.
I'd love to continue the conversation about elimination and acceptable rates.
https://twitter.com/casualinfer/status/1317085080200695808
*elimination versus control at acceptable levels
Some points I wish were discussed-
1- Was the right denominator used? Part of the discussion was the need for denominator data, but I posit that the wrong denominator was used. Using all kids in school as the denominator when we know that all kids aren't tested, and comparing
1- Was the right denominator used? Part of the discussion was the need for denominator data, but I posit that the wrong denominator was used. Using all kids in school as the denominator when we know that all kids aren't tested, and comparing
that rate to the rate in the gen pop, when we also know that children aren't being tested at the same rate in the gen pop, is not appropriate. A better comparison would have been the positivity rate. But that doesn't seem to be denominator data she's collected.
2- the importance of surveillance being a governmental function. Local health departments can change their surveillance form in minutes to add a section on schools that gets at the data we need. Could collaboration with HD have led to better quality and more complete data?
Why should private entities recreate public systems instead of work with them to enhance data collection? Just like this project went through the superintendents association for buy-in, it could have worked with NACCHO.
3- Here's a big one for me, I would have loved to see a discussion around our responsibility in putting out opinion pieces during this time. This article has been used as evidence to reopen schools. Scientific evidence is not created in opinion pieces. What is our responsibility
to the public, to science, during this time? Should we disavow using opinion pieces to usurp the scientific process and push for policy changes?
@casualinfer, I finally got around to adding my points to this thread :)
@berthahidalgo, @KCPangallo looping you guys in to some additional thoughts.
@berthahidalgo, @KCPangallo looping you guys in to some additional thoughts.
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