Background and purpose Limited information is available on incidence and outcomes of COVID‐19 in patients with multiple sclerosis (MS). This study investigated the risks of SARS‐CoV‐2 infection and COVID‐19‐related outcomes in patients with MS, and compared these with the general population. Methods A regional registry was created to collect data on incidence, hospitalization rates, intensive care unit admission, and death in patients with MS and COVID‐19. National government outcomes and seroprevalence data were used for comparison. The study was conducted at 14 specialist MS treatment centers in Madrid, Spain, between February and May 2020. Results Two‐hundred nineteen patients were included in the registry, 51 of whom were hospitalized with COVID‐19. The mean age ± standard deviation was 45.3 ± 12.4 years, and the mean duration of MS was 11.9 ± 8.9 years. The infection incidence rate was lower in patients with MS than the general population (adjusted incidence rate ratio = 0.78, 95% confidence interval [CI] = 0.70–0.80), but hospitalization rates were higher (relative risk = 5.03, 95% CI = 3.76–6.62). Disease severity was generally low, with only one admission to an intensive care unit and five deaths. Males with MS had higher incidence rates and risk of hospitalization than females. No association was found between the use of any disease‐modifying treatment and hospitalization risk. Conclusions Patients with MS do not appear to have greater risks of SARS‐CoV‐2 infection or severe COVID‐19 outcomes compared with the general population. The decision to start or continue disease‐modifying treatment should be based on a careful risk–benefit assessment.

RESUMENEsta investigación explora la relación entre la calidad docente, características del docente y características del establecimiento en el que este ejerce. La investigación se vincula con la discusión acerca de la efectividad docente, mediciones de calidad docente, y variables de política educacional efectivas para mejorar dicho desempeño. El estudio se distingue por la utilización de métodos que consideran la habilidad docente como una variable no observable estimada, por considerar el hecho de que los docentes se encuentran anidados al nivel de la escuela, y por utilizar una medida de calidad docente basada en estándares profesionales. Los resultados indican que si bien el desempeño docente medido por estándares profesionales está definido principalmente por características propias del docente, el establecimiento en el que se desempeña juega un rol importante. Las variables incluidas en el modelo, tanto a nivel escuela como a nivel del docente, explican solo un limitado porcentaje de la varianza total (16%).Palabras clave: calidad docente, estándares profesionales, teoría de respuesta al ítem.ABSTRACT This study explores the relationship between teacher quality, teacher attributes and school characteristics. The research presented is related to the discussion regarding teacher quality, how to best measure teacher quality and the most effective policies to improve teacher performance. The study, unlike previous studies, uses methods that consider teacher ability as an unobservable characteristic that is estimated independent from the sample of items and students who took the test. It also considers the nested structure of teachers within schools and uses a measure of teacher quality based on professional standards. Results show that although teacher quality is primarily a consequence of individual teacher characteristics, the school level plays an important role. However, the variables included in the model, both at the teacher and at the school level, explain only a limited proportion of the total variance (16%).Key words: teacher quality, professional standards, item response theory. RESUMOExplora a relação entre a qualidade docente, características próprias do docente e características do estabelecimento educacional em que ele atua. A pesquisa vincula-se com a discussão sobre efetividade docente, medições de qualidade docente e variáveis de política educacional mais efetivas para melhorar tal qualidade. O estudo distingue-se de outros pela utilização de métodos que consideram a habilidade docente como uma variável não * Esta investigación ha sido posible gracias al financiamiento de FONDECYT de Iniciación mediante el proyecto Nº 11110262.