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Evidence on whether introductory biology prerequisites improve success in microbiology is mixed. Foundational biology has been described as important for nursing and medical education (Durrant et al., 2017; Krol et al., 2019), and McCoy and Pierce (2004) reported pass rates of 80% with prerequisites versus 53% without. In contrast, Shaffer et al. (2016) found limited downstream benefits of prerequisites, and Lal and Cheeptham (2020) reported higher learning gains among community college students without a biology prerequisite. This study builds on Lal and Cheeptham by examining prerequisite completion alongside equity variables using a larger sample and more nuanced statistical analyses. Do prerequisite biology knowledge and equity variables influence student success in microbiology? After Principles of Biology was removed as a prerequisite at Anoka Ramsey Community College in 2022, four semesters of historical 2000-level microbiology were compared with four semesters of the new 1000-level course, which retained the same prerequisite-assumed curriculum. Outcomes for 222 students were analyzed using biology prerequisite, first-generation, and student-of-color statuses as variables. Historical trends were visualized using PowerBI. Topical and final exam percentages were analyzed using Welch's t-tests, OLS regression, and linear mixed-effects models. Students completed surveys regarding prior biology coursework and perceptions of biology preparation. Fifty-nine percent of students believed prior biology coursework would have improved their course outcome. OLS regression detected associations between biology prerequisite status and Exams 4, 5, and the Case Study Final (p < 0.001-0.01), but these associations were inconsistent overall. Neither college nor high school biology predicted overall microbiology success. Equity variables were not associated with outcomes (student of color: p = 0.555; first-generation: p = 0.921). Because the course uses a high-structure, TILT-framework format, scaffolded design may mitigate uneven preparation (Winkelmes et al., 2019; Berro et al., 2026). These findings suggest instructional design and engagement may influence success more than prerequisite completion alone.
