Students' confidence in using omics data may be affected by students' self-identified socioeconomic status prior to beginning of the course, however, socioeconomic status does not reflect any differences in how students performed in the course. A series of Kruskal Wallis H tests revealed that students coming from high income families were significantly more likely to rank their confidence with coding and omics data higher, with respect to those coming from average to lower income families (Table ). However, these effects were no longer present when post-test results were measured at the end of the course and differences between these groups of students were no longer statistically significant. Further, final test scores reflected no significant differences between students based on their self-identified socioeconomic status.