We thank Bradley Velasquez and Meryl Motika at the UC Davis Center for Educational Effectiveness for their invaluable help with data access and processing. We thank Robert Furrow, Caitlin Hawley, and Rebecca Matz for helpful conversations and comments, as well as two anonymous reviewers who provided feedback that greatly improved the manuscript. We also wish to acknowledge the members of the Sloan Equity and Inclusion in STEM Introductory Courses (SEISMIC; www.seismicproject.org) collaboration Measurements Working Group for insights and their efforts to develop novel approaches for examining equity gaps in STEM courses.
