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The test bank entries are coded as Level 1 �C 3 and teachers are instructed that less than 50% of their exam point total should consist of level 1 questions. Surveys Ungraded surveys are administered to high school and university students to track their course-related growth. These surveys include very specific questions about attitudes about drug use. All participants take the same survey twice; once prior to, and again at the completion of the course. Statistical Analysis Statistical analysis for student knowledge gains was performed using Graphpad Prism 5 software. To measure student-learning gains, 608 students from six UW classes and 264 students from nine high school classes were included in the analysis. First, class means were computed for the pre-test or buy LX4211 post-test using individual students�� scores. The class means were then used as individual measurements to compare pre- to post-scores using paired t-tests, for UW or high school classes, respectively. Values are reported as the average of separate class means �� standard error of the class means (SEM) (Figure 1A & B). Figure 1. University (UW) students (panel A) and high school students (panel B) enrolled in The Neuroscience of Addiction demonstrated significant learning gains during the course. A survey of knowledge was administered at the start ALK of the course (pre) and upon ... Furthermore, to compare learning gains for students in the two settings (college campus and high school classrooms), a normalized gain score was computed for each class following the formula: Post-test?score?Pre-test?score100?Pre-test?score��100 (formula based on Theobald and Freeman, 2014). Normalized gain scores were compared between UW and high school students using a student��s t-test (Figure 2C). P-values were adjusted RG-6016 molecular weight using Bonferroni correction to address multiple comparisons. RESULTS Student Knowledge Gains To assess the ability of our high school students to learn college-level material, we evaluated their understanding with a pre- and post-course survey set. Knowledge questions were graded for our high school (HS) cohorts who take the class in their home schools with local teachers and for UW students (single instructor in 10 classes). UW students showed 128% knowledge improvement (from 32.38 �� 1.07 on pre-test to 73.84 �� 1.65 on post-test) while high school students demonstrated 91% knowledge improvement (from 28.43 �� 1.09 on pre-test to 54.23 �� 3.94 on post-test) [Table 4 and Figure 1A (UW) & 1B HS]. Both UW and high school students demonstrated statistically significant learning gains (p
