Understanding statistics is becoming increasingly important in a data saturated world. Demand could surpass supply by more than 140,000 in deep analytical positions by 2018. This growing demand prompted employers to request that colleges "place more emphasis" on critical thinking and analytic reasoning, complex problem solving, and quantitative reasoning. Statistics courses, even at the introductory level, teach and instill these traits in students to help them become successful professionals. At the University of Michigan, we attempt to arm public health students with statistical tools by requiring a few introductory statistical courses in graduate school. There is not, however, much statistical education research of how effective these courses are, verifying that students with broad backgrounds leave their programs understanding the fundamentals of statistical analysis. This project aims to validate the REGRESS (REsearch on Global Regression Expectations in StatisticS) quiz for public health graduate students completing a course on regression. Validation will help to verify that students understand the fundamental concepts of regression and interpretation, skills which are indispensable and in high demand in many fields. Validation includes establishing normative levels in a graduate student population and investigating how success on the REGRESS quiz corresponds to course grades. Furthermore, students' perspectives on the value of the quiz will be qualitatively assessed. Finally, I am hopeful that I will teach this course again next year, consequently adapting the course based on the students' performance and evaluation of the REGRESS quiz, and thus, have the opportunity to implement the quiz after course modification.