One publication did not directly compare the quality of work between the two grading systems, but did compare the impact of taking a course graded using a points-based system versus a specifications grading system on the passing rate in that course and the one following it. In both a general and an organic chemistry course sequence, Anzovino et al. found no statistically significant difference amongst students continuing to the second course in the sequence regardless of whether they took the first course in each sequence under a points-based system or a specifications grading system . Additionally, they found no statistically significant differences in the passing rates (C or better) in the second course in each sequence, regardless of whether students took the first course in each sequence graded using a points-based system or a specifications grading system. This may suggest that the quality of work submitted by students under a specifications grading system is not any lower than that submitted by students under a points-based grading system. Finally, one publication directly addresses potential grade inflation in specifications grading -a common concern. In a specifications grading graduate-level organic chemistry course using a modules configuration (6 essential and 7 general), Moster and Zingales observed higher final letter grades than in the prior points-based iteration . Students earned more As and fewer Bs and Cs, with 10% more students passing the course overall. Students who earned As earned higher average scores on a 50-question final exam, than students that earned Bs. Moster and Zingales connect this higher exam performance to the fact that students who earned A grades were required to complete an additional essential module and four general modules as compared to students who earned B grades. Because students had to complete 54% of the course content (7 weekly modules; 5 essential and 2 general) before taking the final exam, and the passing threshold on each module was set to 80%, it follows that students passing the course should be scoring at least 43% (0.54 x 0.80 = 0.43) on the final exam. Because 90% of the students met this criterion, with many earning scores far greater than 43%, Moster and Zingales argue that the final exam outcomes indicate that students have met the course SLOs -and retained the knowledge -at levels that are clearly commensurate with the letter grades they earned.