After pointing out in her Washington Post op-ed that media outlets have incentives to exaggerate dangers and underreport successes, economist Emily Oster provides what may be the best advice I’ve seen on making strategic decisions about SARS-CoV-2:
In the absence of complete information on risks, our overreactions can have serious consequences. One example is the Three Mile Island nuclear event, which has not been conclusively linked to any long-term negative health outcomes but did terrify Americans about nuclear power. People simply didn’t have enough baseline information about the number of nuclear plants operating safely on a given day to realize that the probability of a nuclear disaster was vanishingly small. The result was that nuclear power — a plentiful, carbon-free energy source — never reached its potential in the United States, leading to needless overreliance on dangerous fossil fuels.
We risk making similar mistakes with the coronavirus. Keeping children out of school harms their development. Shuttering businesses destroys livelihoods. These downsides may be offset by the benefits of limiting covid-19. But we cannot rationally assess the trade-offs when we have only partial information.
What we really need to know is not the anecdotes that news reports provide, but the full picture. What share of schools have cases? Moreover, what differentiates places with cases from those without? Is it differences in prevention measures? Demographic and economic characteristics? The prevalence of community-spread events?
To answer these questions, we need systematic data collection and reporting — the sort that lets us evaluate risks in all kinds of situations, from driving cars to flying on planes to, yes, ocean swimming. It should be possible to do this. As schools open, districts will have counts of at least detected covid-19 cases, as well as information on the overall enrolled population. This data could be combined in public databases with user-friendly dashboards and maps. Since this type of data collection has not been spearheaded by central authorities, I’ve partnered with a set of national educational organizations and a data team to try to put it together.
I would fault President Trump for not providing that kind of leadership but not only President Trump. Few governors have emphasized “systematic data collection and reporting” sufficiently—Indiana appears to be an exception. Our own governor seems to be collecting the data and ignoring it quite assiduously.






