Figure 3.

Pre- and postinstruction scores for CLASS-Bio categories in two example curricula with the introductory course of the series and an upper-division course. For all categories in both curricula (A–B and C–D), preinstruction scores in upper-division courses are either comparable to or, in most cases, higher than either entering or exiting scores in each curriculum's introductory course. While data in both curricula series represent different pools of students between courses (i.e., data do not follow individuals through the curriculum), data across different semesters show consistent patterns of student thinking (see Figure 2). Asterisks denote significant shifts between pre- and postinstruction scores on paired student data within a given category (>2 SEM).