The features of specifications grading systems discussed above may not only be improving student academic performance but may also be developing students' professional and social identities in their chosen disciplines. Observed gains in students' math identity suggest that specifications grading systems can provide an avenue to improve inclusion and equity in STEM courses, and similar studies could be expanded to non-STEM disciplines. The implications of specifications grading systems to help address equity concerns in higher education provide ripe opportunities for further research to investigate these avenues.