Implementing targeted instructional techniques requires an understanding of the initial alternative world views students possess. These alternative world views can be measured using validated conceptual inventories combined with factor analysis methodologies. Using exploratory factor analysis and network module analysis, Scott and Schumayer and Brewe, Bruun, and Bearden identified the most prevalent and "rigid" of these world views which remained in the postinstruction student responses to the Force Concept Inventory. This paper seeks to identify the alternative world views that exist for students before and after instruction through the use of factor analysis applied to pre- and postinstruction responses from 19,727 matched, student responses. Using the distractor taxonomy proposed by Hestenes, Wells, and Swackhamer, the prevalent alternative world views of these students are characterized and analyzed. We find that the pre-instruction and postinstruction coherent alternative world views are similar, suggesting they are learned by the students prior to instruction. Using a modified version of item response curves, it was found that the active force misconception is the most rigid of the misconceptions found pre- and postinstruction, and shows minor growth in these response rates at the end of instruction. The results of this study are consistent with what experienced instructors observe when determining what physics preconceptions incoming students have. This study's agreement, combined with the results of Scott and Schumayer and Brewe, Bruun, and Bearden, strengthens the physics education research community's suggestions for improving physics instruction when using only anecdotal or qualitative evidence.