For the past few months, I’ve been working with Scott Freeman, Ellie Theobald, and the Biology Education Research Group (BERG) on a new project which follows up on the findings of Eddy et al. 2014 and Wright et al. 2016. Eddy found that controlling for both race and GPA at the time of entering UW’s intro biology series, women under perform on exam points relative to men. Wright et al. then showed that controlling for GPA, women do even worse when test questions get harder (increased Bloom’s level). Potential explanations for this gender gap are stereotype threat, differences in mindset, and/or differences in test anxiety. Our study addresses the latter by implementing interventions to deal with test anxiety in the intro biology series. For more details, stay tuned!