Abstract
OBJECTIVES/GOALS: During the COVID-19 pandemic, translational scientists sought to provide scientific and data expertise to school districts serving diverse and disadvantaged students to enable equitable access to in-person learning. METHODS/STUDY POPULATION: We showcase two CTSA examples. One is a partnership with the second largest U.S. school district; the second is a national network of scientists and urban and rural school districts. In each example, CTSAs assembled expert science teams to support data-driven decision-making. The teams provided honest brokering of COVID-19 science, scientific interpretation that is sensitive to local context, and responses to community-driven questions. The teams collaborated with school district partners to design actionable data displays on key metrics including primary COVID-19 cases, school-acquired cases, quarantines, and missed school. The national ABC Science Collaborative) provided a platform for shared learning and reproducibility and credibility of science using district data. RESULTS/ANTICIPATED RESULTS: The CTSAs developed easily interpretable and actionable data displays. Partnered school districts observed data in real time to identify signals of change. Districts in the national network were able to learn in real time from variation across districts based on policies and procedures that they adopted, such as quarantine, masking, and physical distancing. DISCUSSION/SIGNIFICANCE: This scientific collaboration is a model of rapid CTSA response, informing science and real-time action. The data displays enable school districts to explain decisions regarding student and staff health and safety. These partnerships and data designs are infrastructure that can be quickly mobilized for emergent and for ongoing information needs.