Percentage of pupils in year 3 who participated in all tests who passed all tests for the subject test in Swedish and Swedish as a second language, municipal schools, (%). Due to Covid-19, no tests were carried out for year 3 in 2020 or 2021, so no data are available for the years. Data is available according to gender breakdown.

BackgroundCOVID-19 testing is critical for identifying cases to prevent transmission. COVID-19 self-testing has the potential to increase diagnostic testing capacity and to expand access to hard-to-reach areas in low-and-middle-income countries. We investigated the feasibility and acceptability of COVID-19 self-sampling and self-testing using SARS-CoV-2 Antigen-Rapid Diagnostic Tests (Ag-RDTs).MethodsFrom July 2021 to February 2022, we conducted a mixed-methods cross-sectional study examining self-sampling and self-testing using Standard Q and Panbio COVID-19 Ag Rapid Test Device in Urban and rural Blantyre, Malawi. Health care workers and adults (18y+) in the general population were non-randomly sampled.ResultsOverall, 1,330 participants were enrolled of whom 674 (56.0%) were female and 656 (54.0%) were male with 664 for self-sampling and 666 for self-testing. Mean age was 30.7y (standard deviation [SD] 9.6). Self-sampling usability threshold for Standard Q was 273/333 (82.0%: 95% CI 77.4% to 86.0%) and 261/331 (78.8%: 95% CI 74.1% to 83.1%) for Panbio. Self-testing threshold was 276/335 (82.4%: 95% CI 77.9% to 86.3%) and 300/332 (90.4%: 95% CI 86.7% to 93.3%) for Standard Q and Panbio, respectively. Agreement between self-sample results and professional test results was 325/325 (100%) and 322/322 (100%) for Standard Q and Panbio, respectively. For self-testing, agreement was 332/333 (99.7%: 95% CI 98.3 to 100%) for Standard Q and 330/330 (100%: 95% CI 99.8 to 100%) for Panbio. Odds of achieving self-sampling threshold increased if the participant was recruited from an urban site (odds ratio [OR] 2.15 95% CI 1.44 to 3.23, P < .01. Compared to participants with primary school education those with secondary and tertiary achieved higher self-testing threshold OR 1.88 (95% CI 1.17 to 3.01), P = .01 and 4.05 (95% CI 1.20 to13.63), P = .02, respectively.ConclusionsOne of the first studies to demonstrate high feasibility and acceptability of self-testing using SARS-CoV-2 Ag-RDTs among general and health-care worker populations in low- and middle-income countries potentially supporting large scale-up. Further research is warranted to provide optimal delivery strategies of self-testing.

This dataset contains dates for the implementations of the following interventions in 50 US states plus Shelby County TN in response to COVID-19. Each intervention date has an associated comment containing sources for that date and a rationale when the decision was not strictly objective. Interventions are valid to 4/25/20 after which some states began to reverse some interventions.

schools_universities

Primary/secondary school closing; partial closing is OK; State university closing if it precedes primary/secondary

travel_restrictions

Out of state travel quarantine restrictions OR state-level guidance to avoid traveling out of state

public_events

Banning of ALL public events of more than 100 participants

sport

Banning/canceling of sporting events. Banning of public events of 1000 or more also qualifies.

lockdown

Definitions vary, but include: banning of non-essential gatherings/business operations, ordering stay at home except for exercise and essential tasks; stay at home/safer at home orders

Lockdown encompasses all other intervensions by definition, so if a state skips multiple interventions and goes to lockdown, the lockdown date is used for those interventions as well.

social_distancing_encouraged

State advice on distancing including: work from home, reduce public transport, avoid non-essential contact; any guidance for maintaining a physical distance from others will also qualify. Mere words "social distancing" do not count unless they are elaborated with what that means in practice. Messaging must be to public and not selected group (e.g. state employees).

self_isolating_if_ill

Strong recommendations/laws about self-isolating if showing COVID like symptoms; Statewide testing implies this, so whichever comes first. Messaging must be to public and not selected group (e.g. state employees).

Cumulation of the weekly release of COVID-19 data for Maricopa County by High School District. Includes PCR Test Percent Positivity as viewed on the Maricopa County School Reopening Dashboard map by week. For more information about the data, visit: https://www.maricopa.gov/5594/School-Metrics.

After the fifth and final year of high school, students in Italy must take a school-leaving examination, in Italian Esame di Maturità. Since 2019, it consists of two written tests and an oral one, scored on a scale of zero to 100, with 60 being the pass mark. Until 2018, there were three written exams. Between 2015 and 2024, about 60 percent of the students concluded their high school studies with a grade between 61 and 80. Around 20 percent of the candidates earned a mark from 81 to 90 each year, while the share of students scoring 100 or 100 with honors progressively increased. Grades between 2020 and 2022 were generally higher than in previous years due to different evaluation criteria brought on by the COVID-19 pandemic. In particular, the 2020 session comprised only a single oral test.

The Education Endowment Foundation (EEF) has been leading the management of the Tuition Partners (TP) pillar of the National Tutoring Programme (NTP) in 2020/2021, funded as part of the government coronavirus catch-up package. The TP programme allows schools to access subsidised tuition from a list of 33 tuition partners, quality approved by the EEF, to support pupils who have missed out the most as a result of school closures due to the COVID-19 pandemic. The focus is on supporting disadvantaged pupils, in particular those eligible for Pupil Premium, but with flexibility for schools to select those pupils who they feel were most in need of the support. The EEF commissioned the National Foundation for Educational Research (NFER) to run a reach and engagement nimble randomised controlled trial (RCT) with EM Tuition, an approved NTP Tuition Partner. The RCT explored the impact of two distinctive types of recruitment emails on school sign-up to the TP programme provided by EM Tuition: one email included a testimonial from a headteacher on the benefits of tutoring, the other included a summary of the research evidence of the benefits of tutoring. EM Tuition sent recruitment emails during February and March 2021 to 1,949 primary, secondary, and special schools in areas of England where they offer tutoring provision, including Hertfordshire, Essex, North London, the East of England, and Suffolk. Schools were randomly allocated to receive one of the two types of email messages. A team from NFER analysed the impact of the different recruitment emails on the proportion of schools signing a Memorandum of Understanding (MoU) or providing an Expression of Interest (EoI) for their pupils to receive tutoring from EM Tuition as part of the TP programme.

The Education Endowment Foundation (EEF) has been leading the management of the Tuition Partners (TP) pillar of the National Tutoring Programme (NTP) in 2020/2021, funded as part of the government coronavirus catch-up package. The TP programme allows schools to access subsidised tuition from a list of 33 tuition partners, quality approved by the EEF, to support pupils who have missed out the most as a result of school closures due to the COVID 19 pandemic. The focus is on supporting disadvantaged pupils, in particular those eligible for Pupil Premium, but with flexibility for schools to select those pupils who they feel were most in need of the support. The EEF commissioned the National Foundation for Educational Research (NFER) to run a reach and engagement nimble randomised controlled trial (RCT) with EM Tuition, an approved NTP Tuition Partner. The RCT explored the impact of two distinctive types of recruitment emails on school sign-up to the TP programme provided by EM Tuition: one email included a testimonial from a headteacher on the benefits of tutoring, the other included a summary of the research evidence of the benefits of tutoring. EM Tuition sent recruitment emails during February and March 2021 to 1,949 primary, secondary, and special schools in areas of England where they offer tutoring provision, including Hertfordshire, Essex, North London, the East of England, and Suffolk. Schools were randomly allocated to receive one of the two types of email messages. A team from NFER analysed the impact of the different recruitment emails on the proportion of schools signing a Memorandum of Understanding (MoU) or providing an Expression of Interest (EoI) for their pupils to receive tutoring from EM Tuition as part of the TP programme.

Abstract copyright UK Data Service and data collection copyright owner.

The Surrey Communication and Language in Education Study (SCALES) is the first UK population study of language development and disorder at school entry. The study is funded by Wellcome and the ESRC and involves more than 180 schools across Surrey UK.

This longitudinal study was initially established to determine (1) the extent to which 'Specific' Language Impairment (SLI) was prevalent in a population (as opposed to clinically ascertained) sample at school entry, and (2) the impact of language impairment on other aspects of development and how these patterns of development change over time. A second phase of SCALES aimed to test theoretical accounts of the developing relationship between language and social, emotional, and mental health during the transition to secondary school. Unfortunately, the final testing wave coincided with the global Covid-19 pandemic which impacted data collection due to school closures and lockdown.

The Surrey Communication and Language in Education Study: Intensive Data T2-T5, 2012-2020 concerns the intensive cohort who were assessed at four time points: Year 1, Year 3, Year 6, and Year 8. The dataset includes 528 variables assessing language, literacy, cognition, executive function and social, emotional and behavioural well-being.

Further information about the study can be found on the UCL Literacy, Language and Communication Laboratory SCALES project website.

The main areas of research include:

• teacher rated language competency
• teacher rated social, emotional, behavioural development
• teacher rated educational attainment (reception year)

COVID-19 booster vaccination among persons who inject drugs who recruited after November 2021 and received an initial vaccination in New York City, 2021–2023.

Abstract copyright UK Data Service and data collection copyright owner. The Surrey Communication and Language in Education Study (SCALES) is the first UK population study of language development and disorder at school entry. The study is funded by Wellcome and the ESRC and involves more than 180 schools across Surrey UK.This longitudinal study was initially established to determine (1) the extent to which 'Specific' Language Impairment (SLI) was prevalent in a population (as opposed to clinically ascertained) sample at school entry, and (2) the impact of language impairment on other aspects of development and how these patterns of development change over time. A second phase of SCALES aimed to test theoretical accounts of the developing relationship between language and social, emotional, and mental health during the transition to secondary school. Unfortunately, the final testing wave coincided with the global Covid-19 pandemic which impacted data collection due to school closures and lockdown.The Surrey Communication and Language in Education Study: Screening Data, 2012 contains anonymised data from the first phase of the SCALES study. In this phase, Reception class teachers in state-maintained schools in the county of Surrey UK were invited to respond to an on-line questionnaire for each child in their class. The main focus of the study was to identify the prevalence of language difficulties at school entry and document the association between language difficulties, behavioural problems and educational attainment in the first year of school. Further information about the study can be found on the UCL Literacy, Language and Communication Laboratory SCALES project website. Main Topics:

Seroprevalence of SARS -CoV-2 (seroprevalence = n/N*100, N = Total participants and n = SARS-COV-2 positive for IgG, Where N = 1884 and n = 485 for the first round and N = 1721 and n = 588 for second round respectively).

Percentage of students in rides. 9 who received a lower grade than the exam grade for subject examinations in Swedish as a second language, municipal schools. In 2019/20 and 2020/2021, no results for national tests have been collected because of this. COVID-19. Data is available according to gender breakdown.

BackgroundWhile COVID-19 has had a wide-ranging impact on individuals and societies, persons with disabilities are uniquely affected largely due to secondary health conditions and challenges in adhering to protective measures. However, research on COVID-19 and vaccine acceptance has primarily focused on the general population and healthcare workers but has specifically not targeted PwDs, who are more vulnerable within societies. Hence, this study assessed PwDs knowledge of COVID-19 and factors associated with COVID-19 vaccine acceptance.MethodsA cross-sectional survey was conducted among PwDs in the Atwima Mponua District in the Ashanti Region of Ghana. Respondents were sampled systematically and data was collected using a structured questionnaire. The data were analyzed with STATA version 16.0. Descriptive analysis was done using means and proportions. The chi-square test and Logistic regression were used to assess Covid-19 vaccine acceptance among the respondents.Results250 PwDs were recruited for the study. A higher proportion of the respondents were females, physically impaired, and between 30–50 years. The majority (74%) of the PwDs had average knowledge about Covid-19. Factors such as age, educational level and type of disability were significantly associated with PwDs’ knowledge of COVID-19. The acceptance rate for COVID-19 among PwDs was 71.2%. Age, religion, knowledge of COVID-19, and educational level were significantly associated with Covid-19 vaccine acceptance. Persons with disabilities with low and average knowledge of COVID-19 were 95% and 65%, respectively, less likely to accept the vaccine compared to those with high knowledge of COVID-19 (AOR = 0.05, 95%CI: 0.01, 0.21; AOR = 0.35, 95%CI: 0.12, 1.03). Older people and those with higher education were more likely to accept the vaccine compared to younger people and those with no or less education.ConclusionPersons with disabilities have average knowledge of COVID-19 and a greater percentage of them were willing to accept the vaccine. The study identified age, religion, knowledge of COVID-19, and educational level as contributing factors to their willingness to accept the COVID-19 vaccine. This suggest that PwDs will lean positive toward COVID-19 vaccine programs and as such, vaccination programs should target them.

In Summer 2024, GCSE students in the United Kingdom had a pass rate (achieving a grade of C/4 or higher) of 67.6 percent, the lowest since 2019 but still a noticeable increase when compared with years before 2020. The COVID-19 pandemic, and closure of schools in the UK led to exams throughout the country being cancelled, with grades in 2020 and 2021 based on assessment by teachers and schools. During this provided time period, the highest pass rate was reported in 2021, when 77.1 percent of GCSE entries achieved a pass grade, while it was lowest in 1988, when just 41.9 percent of entries were awarded a pass grade. Gender attainment gap Among female students, the proportion of GCSE entries that received a pass rate in 2024 was 71 percent, compared with 64.2 percent of male students. This attainment gap between male and female students has been a consistent feature of GCSE exam results in recent years, with female A-Level students also outperforming their male counterparts. Among undergraduates, this gap is less pronounced, with UK degree results for 2021/22 showing female undergraduates attaining only slightly higher grades than males. Growing negativity about UK education system According to a survey conducted in June 2024, approximately 42 percent of British adults thought that education across the country was in a bad shape, compared with 32 percent who thought it was doing well. This is down from 2021 when just under half of adults believed that the national education system was good, and just 27 percent who thought it was bad. Although education currently lies behind several other issues for Britons in terms of importance, such as the economy, the growing discontent about education will likely be one of the many issues the new Labour government will have to face in the coming months. As of July 2024, the Labour Party was also seen as the best party at handling education issues, ahead of the Conservative and Liberal Democrats.