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Analysis of institutional data for physics majors showing predictiverelationships between required mathematics and physics courses in various yearsis important for contemplating how the courses build on each other and whetherthere is need to make changes to the curriculum for the majors to strengthenthese relationships. We use 15 years of institutional data at a large researchuniversity to investigate how introductory physics and mathematics coursespredict male and female physics majors' performance on required advancedphysics and mathematics courses. We used Structure Equation Modeling (SEM) toinvestigate these predictive relationships and find that among introductory andadvanced physics and mathematics courses, there are gender differences inperformance in favor of male students only in the introductory physics coursesafter controlling for high school GPA. We found that a measurement invariancefully holds in a multi-group SEM by gender, so it was possible to carry outanalysis with gender mediated by introductory physics and high school GPA.Moreover, we find that these introductory physics courses that have genderdifferences do not predict performance in advanced physics courses. Also,introductory mathematics courses predict performance in advanced mathematicscourses which in turn predict performance in advanced physics courses.Furthermore, apart from the introductory physics courses that do not predictperformance in future physics courses, there is a strong predictiverelationship between the sophomore, junior and senior level physics courses.

In a physics curriculum only introductory physics course grades show  gender differences but do not predict future course performance for physics  majors