Students routinely ignore negative feedback regarding their performances early in college science courses. In this study we analyzed the extent to which two standard forms of feedback, midterm and first-exam grades, correlated with final grades in several biology courses. The courses ranged from an introductory course for nonmajors to upper division, majors-only courses. Data were collected at two different types of institutions: a small liberal arts college and a regional state university. In all cases analyzed, midterm and first-exam grades strongly predicted final grades: Grades often did not change throughout the semester, changes that did occur were minimal, and early grades and final grades were strongly correlated. Midterm and final grades were also strongly correlated in a variety of other academic disciplines at the liberal arts college, including the humanities, the social sciences, and the fine arts. These data may help instructors more clearly communicate to students the importance of doing well early in a course and setting good academic habits early in the semester.