AbstractIntroductionComprehensive sexual health programs are effective in promoting healthy behaviors for adolescents, preventing pregnancy, and decreasing STI rates (Kohler, 2008). Only 40% of teenage mothers will finish high school, with studies showing teens attributing their drop-out to the pregnancy itself (Shuger et al, 2012). Our curriculum, Teen Promise Project (TPP), was created by medical students and residents through the American College of Obstetrician Gynecologists and local medical schools and teaches predominantly low-income and minority middle school students in Washington, DC about puberty, sexual health, pregnancy prevention, healthy relationships, and gender/sexual identities. Understanding our impact through evaluation will allow us to expand this pilot program as a model for sexual health education.ObjectiveTo evaluate the effectiveness of a comprehensive 8-session sexual education curriculum piloted in middle schools in the Washington, DC area through participant self-assessment surveys prior to and following completion of the course.MethodsStudent participants completed self-assessment surveys pre- and post- course. Data was transcribed in RedCap with basic statistical analyses to assess initial impact. The surveys were designed to specifically target each lesson (e.g., Puberty, STIs, Birth Control, etc) to pinpoint whether our message is being communicated effectively. Based on the survey results, we analyzed which topics the adolescent population already has a firm grasp of, versus areas with gaps in knowledge or confidence in understanding.ResultsIn this cohort of 41 students in grades 6-9, the mean age was 12.46. 32 (78%) identified as female, 7 (17.07%) as male, 1 (2%) as non-binary, and 1 (2%) did not identify with a gender. 33 (78.57%) identified as Black, 5 (11.90%) as White, 1 (2.38%) as American Indian, 2 (4.76%) as Latino/a/x, and 1 (2.38%) as other. The topic with the greatest pre-test knowledge was “Gender and Sexual Identity”, with 65.7% of students reported knowing “a lot” or “everything”. The topic with the least pre-test knowledge was “Avoiding Sexual Diseases” as 40.6% of students reported knowing “nothing” or “very little”. There was a 5.6, 9.4, 5.9, 19.2, 8.3, and 7.6% decrease in students reporting they knew “nothing” or “very little” about consent, puberty and body parts, sexual activities, avoiding disease, pregnancy awareness, and gender and sexual identity, respectively. There was a 15, 3.9, 14.6, 1.5, and 0.6% increase in students reporting they knew “a lot” or “everything” about consent, puberty and body parts, sexual activities, avoiding diseases, and pregnancy awareness, respectively. Commonly cited topics that participants felt were most important to their learning included STIs, pregnancy prevention, birth control, and condom use.ConclusionsStudent self-ranking of no or very little knowledge decreased for each category, demonstrating our curriculum was an effective first-pass of this material. Students began the curriculum with strong foundational knowledge in gender and sexual identity. However, they lacked initial knowledge regarding avoiding sexual diseases, which can serve to guide provider interactions with adolescents to center education around STIs, birth control, and condom use.DisclosureNo.