Category: Education

When Robert Ubell first applied for a job at a university’s online program back in the late ’90s, he had no experience with online education. But then again, hardly anyone else did either.

First of all, the web was still relatively new back then (something like the way AI chatbots are new today), and only a few colleges and universities were even trying to deliver courses on it. Ubell’s experience was in academic publishing, and he had recently finished a stint as the editor of Nature magazine and was looking for something different. He happened to have some friends at Stanford University who had shown him what the university was doing using the web to train workers at local factories and high-tech businesses, and he was intrigued by the potential.

So when he saw that Stevens Institute of Technology had an opening to build online programs, he applied, citing the weekend he spent observing Stanford’s program.

Dive Brief: 

• A federal judge last week dismissed Florida’s lawsuit challenging the U.S. Department of Education’s accreditation requirements, though the ruling allows the state to revise its complaint. 
• Florida sued the Education Department last year, arguing that federal accreditation requirements violate the Constitution by giving private agencies “unchecked power” to determine educational standards at colleges. 
• U.S. District Judge Jacqueline Becerra, a Biden appointee, rejected Florida’s arguments. “The State’s objection to the requirement that they comply with standards set by private agencies to receive federal dollars from its students simply fails to state a claim,” Becerra wrote. 

Dive Insight: 

The lawsuit in part focuses on Florida’s past disputes with the accreditor for its colleges, the Southern Association of Colleges and Schools Commission on Colleges. The complaint alleged that SACSCOC has routinely wielded its power “to interfere with the sovereign prerogatives of Florida.”

In 2021, SACSCOC flagged potential issues with one of the candidates vying to become the next leader of Florida State University, according to the Tampa Bay Times. 

At the time, SACSCOC’s leader said the candidacy of Richard Corcoran created a potential conflict of interest. His position as the state’s education commissioner meant he served on the governing board that made the final call on state university presidential appointments. 

The agency warned that Florida State’s accreditation could be at risk if Corcoran didn’t step down from the board voting position. After the letter, Florida State picked three other finalists over Corcoran.

The next year, Florida passed a law forcing the state’s public colleges to change accreditors every accreditation cycle. The bill drew widespread backlash, including criticism that it would place expensive requirements on colleges that would drive up the cost of higher education. 

At least one public college in the state, Florida SouthWestern State College, has received approval from the Education Department to seek a new accreditor since the law passed, Inside Higher Ed reported last year. 

Florida has until mid-October to file an amended complaint. Lawyers with the state attorney general’s office did not immediately respond to a request for comment Tuesday.

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Often the homework systems are bundled with required digital or hard copy textbooks and the digital platforms offer students supplemental materials such as practice questions, quizzes and videos. And they come with a price tag — an average of $90 per course, according to the survey findings.

“If you’re taking five courses and they all require access codes, that is an additional $450 for that semester that you need to pay just to do your homework,” Clinton-Lisell said. “It creates a financial barrier to what used to be free resources.”  

Access codes for homework platforms, created by educational publishing companies, are assigned individually, are not reusable by others and they expire after a certain period of time. For many students, their grades could be dependent on whether they complete assignments within the system.

The survey conducted by Clinton-Lisell and Kelly received responses from 966 students at campuses across the county. 

Some students noted in the survey that they like the immediate feedback they receive from the homework systems and that it encourages interaction with their courses. But others complained of costs and were concerned that questions in the homework systems might be different from what’s being presented in class.

In the survey, Black students said the homework systems were more helpful compared to other students. Latinx students were more likely to say that their grades went down because they were not able to afford access codes. Additionally, more first-generation students reported avoiding certain courses requiring online homework systems compared to continuing-generation students, according to the survey. 

“We are always sensitive to and aware of the challenges that students face in the context of the environment these days and the costs that they’re having to navigate and juggle, and that is one of the motivations and drivers for us to how to sort of create digital products that are affordable, of high quality and improve student outcomes,” said Kate Edwards, senior vice president of efficacy and research at Pearson, one of the largest course material publishers in the country.

Students think the price of doing homework is “unreasonable”

Features of an online homework platform often include quizzes, interactive problems, videos and other visuals that can help students learn course concepts. 

In the survey by Clinton-Lisell, students described the costs of online homework systems to be “somewhat unreasonable.” In comparison, the price students considered to be fair for these features was one-third of the actual figure. 

Jake Twomey, a student at University of California Santa Barbara and a member of Student Public Interest Research Group (PIRG) is appalled by the idea of paying for homework.  

“[Students are] not the most well off people,” said Twomey. “I know students who sometimes, really unfortunately, have to make the decision between buying access codes for a class, or getting dinner tomorrow. These are very real decisions for students.” 

Students in the survey also questioned the seamlessness of the systems. Clinton-Lisell said many students feel that because publishers are the ones creating the exercises, professors end up not being knowledgeable about the problems their students are working on or they are unable to help troubleshoot technical issues that might come up. 

“[Faculty are] not involved in curating or developing the homework, or at least as much,” said Clinton-Lissel, citing a lack of alignment sometimes between the homework and the class content.  

Edwards said Pearson’s online homework platforms such as MyLab, provides a selection of assessments from the core content of a course and an instructor is then able to have “the flexibility to select the questions that they think are most suitable for their own class context.” Edwards adds that there are many opportunities for an instructor to personalize and ensure that their classes and the assignments align. 

What historically underrepresented students say about homework platforms

First-generation college students are spending more per semester for online materials compared to their continuing-generation peers, according to the survey. At the same time, 11% of first-generation students reported failing a class because they could not afford the access codes compared with 2.9% of continuing generation students. And 35.8% of first-generation students said they got worse grades compared to 25.6% of continuing generation students because of the costs of online homework systems.

“We have students who are already marginalized by systemic barriers now being given another,” said Clinton-Lisell.  

Latinx students reported high levels of stress over the cost of online homework systems and were more likely to not purchase textbooks, and have their grades suffer because of it. Black students said they paid for more access codes than any other student groups but had the lowest stress levels related to cost. 

The benefits to online homework systems

Despite the fees, some students who were part of Clinton-Lisell’s survey did report benefits. Black students in particular said they were useful and reported more course content engagement compared to other students.  

Clinton-Lisell said that in the survey, students praised the idea of homework itself rather than the platforms where they complete the work. 

“They want to be able to practice, they don’t want to wait until the test to find out if they know it, and it’s a way for them to support their grade,” she said. 

For students who are more visually inclined or need to understand dense material, online exercises are especially helpful for visualizing certain concepts. The online systems will often include videos and other visuals to explain complex ideas. 

But Clinton-Lisell said those benefits should be weighed against the impact of costs on students. 

Kyle Goodin, an accounting professor at Missouri State University, uses an online homework system by McGraw Hill, where he is also a consultant. He said the platform, called Connect, has increased student engagement and improved “drop, fail, withdrawal” rates for some classes.

“I think the value that students get for what they pay for these is astronomical,” Goodin said. 

In Goodin’s financial accounting course, for example, students pay $152 for a digital book, homework manager, proctoring service and additional resources per term. Goodin said because of the homework platform, students can immerse themselves in data analysis and visualizations, which is increasingly important in the field of accounting.

“I remember paying much more than this, for much less when I was a student,” Goodin said.  

Moving toward open education resources

Back in 2020, when the coronavirus pandemic forced campuses to shut down, big publishers made online homework platforms free. Many faculty incorporated them into their courses and have kept on using them even after the fees were reinstated. 

But Clinton-Lisell said results of her survey shows faculty could look more into open education resources — course materials available under public domain or open license that are free or accessible at a nominal fee. 

Dan Xie, political director of PIRG Campus Action, said in a world where knowledge and information is everywhere, students shouldn’t have to pay exorbitant amounts to learn course material and do their homework. 

“We have open textbooks … that are extremely high quality, peer reviewed, that professors can and do choose from,” Xie said. 

But professors like Goodin are skeptical about widespread use of open education resources.

“These textbook companies like Wiley and McGraw Hill and Pearson, they’ve got authors that are vetted experts in their subject matter,” he said. Goodin said he doesn’t believe, at this point in time, that open-source textbooks can provide as much value compared to what publishers’ course materials provide.

Still, there’s a movement to try and incentivize faculty — through grants and stipends — into creating their own open textbooks and course materials. 

Miguel Quinteros spent over a decade as something of a tech-savvy teacher — one not afraid to try new things in the classroom, in hopes that they would make learning more interesting, more intuitive and more engaging for his students.

He took that proclivity to the next level a few years ago, when he accepted a position as a K-12 technology coach in a small school district in western Michigan.

Quinteros loves the work he gets to do, trying to solve problems for teachers, students and administrators in his rural farming community, removing obstacles that come their way and generally continuing in his pursuit of looking for ways to make learning more fun and approachable to students.

And he hasn’t had to abandon teaching. In 2022, Quinteros’ district, Mason County Central School District, opened a first-of-its-kind immersive room that, with augmented and virtual reality advanced technology, allows students to deepen their learning with interactive, sensory-oriented lessons — from the World War I trenches to erupting volcanoes to ancient Greece. Quinteros manages the immersive room for the district and helps bring lessons to life for children of all ages.

“I just get to do the fun part now: teach,” he shares. “I don’t do the grading and the discipline anymore.”

In any given school, a robust school staff is quietly working behind the scenes to help shape the day for kids. In our Role Call series, we spotlight staff members who sometimes go unnoticed, but whose work is integral in transforming a school into a lively community. For this installment, we’re featuring Miguel Quinteros.

The following interview has been lightly edited and condensed for clarity.

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Name: Miguel Quinteros

Age: 51

Location: Scottville, Michigan

Role: K-12 technology coach

Years in the field: Three in current role, after 11 as a teacher

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EdSurge: How did you get here? What brought you to your role as a technology coach?

Miguel Quinteros: Well, I’m originally from El Salvador. I came when I was 25 for medical treatment, and then I had to stay in the country and find something to do. So I became a youth minister with the Catholic Church. Then I thought, ‘Oh, I like to work with young people,’ so I decided to become a teacher. When I was studying to become a teacher, I had to choose a major and a minor, and I picked social studies as my major and computer science as my minor. With my minor being computer science, I focused a lot on how to use technology in the classroom, how to do things that we would not be able to do otherwise.

Once I became a teacher, even though I was teaching Spanish, computer science and social studies to middle and high school students, I was always using technology in the classroom. It was a small town, and word got out. After the pandemic, I think a lot of school districts realized that teachers needed more support with technology, and a lot of tech coach positions came up. So then the district where I work now actually recruited me to come take this position.

When people outside of school ask you what you do, like at a social event, how do you describe your work to them?

Most of the time, I don’t like to tell people what I do. I feel like, especially being Hispanic, when people see me in social [settings], they assume that I work in the fields doing migrant work, agriculture. And the moment they know what I do, it’s almost like they give me more importance. I like people to see me for who I am as a person, not for what I do.

But if I meet somebody, and I can see that they genuinely accept me for who I am, then I open up more with them. Otherwise, I guess I’m kind of guarded with this topic. It’s sad, but that’s the reality, and I have to live in my skin every day.

Let’s say you met someone who was genuinely interested in you. How would you describe to them what your work entails, if you were feeling really talkative and generous that day?

I’d tell them I am a technology coach, and most people are like, ‘What is that?’ Because these are kind of new positions that have emerged. And then I explain that I go into classrooms and help teachers use technology, to make classrooms more engaging. I also order technology for the teachers and for the students — physical technology as well as learning apps. I provide teachers with training on how to use that technology.

And then they ask more questions. If they said, ‘So you don’t teach kids anymore?’ then I tell them about what I do with teaching young kids, too. My position is really unique because we have, in our district, an AR/VR immersive room, which I run and I create content for when I have downtime. It’s the first of its kind in a K-12 building in the whole country, and it’s open for our K-12 students. It’s this room with three big walls with projectors that become interactive to the touch and with surround sound. The floor is also interactive. It’s like virtual reality without the goggles.

If I didn’t have that immersive room, I would probably miss being in the classroom, because I went to school to be a teacher. And I like that part, the teaching aspect.

When did the immersive room open in your district? And what are you teaching kids in that setting? What does that look like?

The immersive room was an initiative for the district right after the pandemic. They were brainstorming ideas on how to get kids to come back to school after such a long period of time away.

So far it has accomplished that goal. We’re a rural community. We don’t have that much funding, and our kids come from very poor homes and backgrounds. A lot of children have never been to a museum, never been to cool places in the big city. With the immersive room, basically we can recreate any of that.

We can take a field trip to the deepest part of the ocean, for example. I have this one immersive experience that starts on the surface of the ocean and then lowers depending on what part of the ocean you want to visit. If you want to go to the part where the coral reefs are, or if you want to go to the deep part of the ocean where it’s dark and no light gets through, you can do that. And then once we are there, in the ocean, the buttons are interactive in the walls and the children take turns touching those buttons, which gives them information about the specific aspect of the ocean. So the kids come and they get to touch the walls and interact and learn that way. And the room also has this four-dimensional aspect. If I want to bring a seashore scent into this experience, I can upload that so they can smell like they’re right there in the ocean. And there’s also fans that can activate and recreate different wind variance.

So that’s what makes the lesson more interactive. We have other lessons to go to the moon, where we play with the gravity of the moon. There’s bricks that they pull with their hands, and they fall and it simulates gravity. And then we talk about gravity. ‘What happens if we throw this brick right here on earth? How fast would that go? And look what happens if we throw this brick on the moon and how much slower it goes down.’ Then we’ll learn about the phases of the moon, how the moon interacts with the oceans and how that influences us and our daily lives on earth. This is what makes it really cool for the students.

That sounds incredible. I’ve never heard of anything like that. And you’re saying you teach all grade levels in the immersive room?

Yes, right now, but the way it works is the teachers schedule time with me and they bring the kids. The teachers are there in the classroom with me also. When they sign up, they give me an idea of what they expect to see in the immersive room. And then when they come, I have the lesson ready and the moment they walk in, boom, they are immersed in the lesson. That’s what I like about the system.

What does a hard day look like in your role?

Sometimes, I have to make sure that rostering is OK. That means I have to spend the whole day fixing data and correcting names of students and making sure that everything is properly entered in the system and that students have access to their devices. And I have literally spent days repetitively deleting duplicate students. I guess that would be a hard day, just the monotonous work. I like variety.

What does a really good day look like?

A great day for me is when I get to do a little bit of everything: when I get to see the students, when I get to teach at least one class, when I get to interact with the teachers, helping them brainstorm ideas on how can we include students in this learning process with an app, and when I get to do some purchases too on that day, for some things that the teachers really need.

It just fills my heart when I am able to advocate for them because I tell them, ‘I like to do for you what nobody did for me when I was a teacher.’ Nobody will come and say, ‘What do you need? How are things going?’ I like to do that on a daily basis. If I find myself with the downtime, I don’t stay here at my desk. I walk and I go to the other buildings, and it’s like, ‘Oh, Miguel, by the way,’ and then they need me for something. I get to interact with the principal. I get lots of hugs when I go to the lower elementary with the younger kids, like kindergarten to second grade.

So I guess a fulfilling day for me would be when I get to serve all of my clients — and in my job, my clients are students, teachers, admin, and anyone who is walking through this building — and when I get to make their lives better, a little bit lighter.

What is an unexpected way that your role shapes the day for kids?

One way is all the educational apps that they use on a daily basis. If something goes wrong with it, they call me. But if everything is running smoothly, it’s because of the job I do. I guess that’s where my job gets taken for granted, when everything is running smoothly, everything is in place. We use tons of different learning apps — from Google Classroom to Clever — and I’m the person responsible for rostering them and then training the teachers.

What do you wish you could change about your school or the education system today?

I wish that the teaching profession would be more respected, that teachers would be able to get all the resources they need and the support that they need. I wish the politicians would put more money where their mouth is. Teachers are underappreciated. I wish that our society would realize that without teachers, there are no other careers. There’s no doctors, there’s no lawyers, there’s no politicians — without teachers.

Also one of the things that I wish we could change is that we expect all students to have the same credits. In Michigan, if you want to graduate high school, you have to have three science credits, four social studies credits, four ELA. Everyone has to have the same. And I think that’s seriously wrong because not all kids are the same. Everybody has different needs, everybody has different dreams, everybody has different backgrounds. We should provide students with a variety of choices.

Like OK, imagine this kid who is terrible at reading and he hates social studies, but he’s a hands-on kind of kid and he likes to take things apart. Why not provide a path for this kid where he will get to graduate with a high school diploma and with skills on how to do the particular job that the kid wants?

Your role gives you unique access and insight to today’s young people. What’s one thing you’ve learned about them through your work?

I’ve learned about how life is a lot simpler in a kid’s mind, and they know the joy of living day to day. When a kid comes and gives you a hug, they really mean it. When they give you a high five, it’s because they want to do that. I am touched by the sincerity of the kids and how many times they teach us that life can be fun, life is fun.

Before I became a teacher, I was doing youth ministry and I was recruiting this kid, this young man, and I was like, ‘Hey, I have some fun programs at the church. Come and join us.’ He looked at me and said, ‘What kind of fun? Your kind of fun, or my kind of fun?’ I said, ‘That is an absolutely great question.’

That kid kind of changed my life because when I became a teacher, I always kept that in mind. Still to this day, that echoes in my head: ‘What kind of fun? Is it your kind of fun, or my kind of fun?’ Learning does not have to be boring. It should be fun. And that was my passion, to make learning fun for the students, to the point that they don’t realize that they are learning because they’re having too much fun.

That’s what I like about students. Sometimes they can challenge you, they can ask you questions, and if you listen to them, we can learn a lot from young kids. I have learned a lot from them.

Understanding The Threats Children Encounter Online

Underage children are using the internet more than ever before. A survey conducted by the Pew Research Center found that nine in ten adolescents in the US have internet access, whether through smartphones, gaming devices, computers, or tablets, with almost half of them reporting constant connectedness. Such prolonged exposure to the World Wide Web can make kids more vulnerable to its many risks. This article explores 7 of the top internet dangers that young online users face daily, aiming to shed light on the dark side of the web and offer tips to maximize online safety.

7 Top Internet Dangers Children Must Navigate

1. Cyberbullying

In recent years, cyberbullying has grown into a severe issue, with almost half of US teens having experienced it at least once. Cyberbullying can have a significant emotional impact on young internet users, going as far as damaging their mental health. This phenomenon can be described as a form of online abuse, often among peers, involving name-calling, hate speech, the spreading of false rumors, or even threatening messages. Unlike in-person bullying, when kids are harassed online, they can’t escape from it once they are home. On the contrary, cyberbullying is incessant, making its victims feel exposed and helpless. Measures against cyberbullying include encouraging kids to speak to a trusted adult at the first sign of online abuse, as well as educating them on online behavior to remind them to be kind to one another.

2. Inappropriate Content

The internet is a breeding ground for content that is not made for underage audiences. Seeing as children often browse the internet without adult supervision, they can easily stumble upon content that is explicit or overly violent. Exposure to inappropriate content can affect young users in many ways, causing them emotional distress, distorting their self-image, desensitizing them towards violence, contributing to mental health issues, or impacting their social development. Teens and children need to be able to use the internet without being exposed to harmful images, making parental control and content filtering necessary on the devices they use. Moreover, discussing with them the harmful effects of this top internet danger will encourage them to avoid it and not give in to curiosity.

3. Privacy Invasions

Social media posts can reveal a lot more than their young users think. A photo or check-in status can disclose personal information about a minor’s full name, address, school, or even their parents’ credit card information. This can be particularly dangerous when social media accounts are public, leaving their information exposed to anyone who stumbles upon them. When teens don’t safeguard their sensitive information, they can easily become victims of privacy invasions in the form of cyberstalking, identity theft, or targeted scam attempts. To avoid these risks, young online users must understand how critical it is to keep their accounts private and take into careful consideration the type of information they share online.

4. Online Predators

Apart from putting kids and teenagers at risk of privacy invasions, another top danger of online platforms is online predators. These cybercriminals use fake identities to target young online users, gaining their trust to manipulate them for malicious purposes, often resulting in extortion or real-life encounters with devastating consequences. Recent data shows that almost half of online exploitation victims are between the ages of 12 and 15. Young teens can come across these dangerous individuals on chatting, gaming, or social media platforms, where anonymity and fake profiles give predators free rein. Privacy settings and protecting their private information are imperative safety measures for kids and teens, as is having a trusted adult to discuss any suspicious online interactions with.

5. Malware And Viruses

Malware is intrusive computer software that is downloaded and installed on a device without the permission or knowledge of the user. It can cause a range of issues, from sluggish performance and data leaks to unauthorized system access and even complete loss of control. Children usually download malware, such as viruses, as a result of phishing attempts that lure them with the promise of a great offer or a fascinating game. However, malware can also hide in legitimate files that are shared via infected websites or USB drives. To prevent the various impacts of malware, kids must learn about the dangers of downloading from unverified sites as well as the importance of using antivirus software.

6. Addiction And Mental Health Issues

Another top danger of using the internet that is coming to light is its impact on the mental health of young individuals. Excessive internet use has become evident as kids struggle to stay away from screens for more than a few minutes. These addictive tendencies can negatively affect a child’s academic performance, physical health, sleep patterns, etc., at times even leading to anxiety and depression. Unrealistic portrayals of body image and lifestyles can also affect them negatively. Not to mention the dangerous challenges that arise on social media platforms, which can further endanger their safety and even have fatal consequences. Educators, parents, and guardians must help kids set boundaries for their online use, as well as foster a supportive environment that promotes their mental and physical well-being.

7. Posts With Long-Term Consequences

The final thing young online users tend to forget is that what they post on the internet is forever. Even if you delete a post or a photo, the chances of it already having been shared on other sites are very high. This might not sound like much of an issue for a teenager who is simply expressing themselves on their personal platforms. However, a post from years ago that contains inappropriate language or offensive opinions can very well impact educational and professional opportunities in years to come. Although it’s not always easy convincing young online users to think about their digital footprint, try to get them to consider what type of personal information they are willing to have permanently etched on the internet.

Conclusion

Technology is offering the younger generation a wealth of exciting opportunities, but it also poses many threats they need to look out for. Cyberbullying, privacy violations, online predators, and malware are only a few of the challenges they come across on a regular basis. It is of utmost importance that children and teens are educated on the top internet dangers they might encounter and have a supportive circle with which they can discuss any incidents. This way, they will be able to enjoy the countless benefits of the internet while ensuring their safety.

Today’s students will enter careers that haven’t even been imagined yet. With AI and automation reshaping entire industries, the skills employers once valued are being overtaken by the need for creativity, adaptability and technological fluency. But how can schools equip students with these essential competencies?

To explore this challenge, EdSurge sat down with Brian Johnsrud, the director of education learning and advocacy at Adobe. He shares insights into how schools can leverage creative tools to equip students with the skills they’ll need to thrive in a world where the only constant is change. Adobe, known for its cutting-edge creative and digital literacy tools, is paving the way for a new approach to education — one that blends technical expertise with the soft skills that will define the workforce of tomorrow.

EdSurge: How can educators prepare students for the future workforce and foster in-demand skills such as creativity and adaptability?

Johnsrud: Educators can stay informed about future workforce trends, including emerging jobs and highly sought-after skills. School leaders are increasingly turning to organizations like the World Economic Forum and analyzing data on the most in-demand skills for the next five years. This allows them to prepare students for future needs, even if the current curriculum doesn’t yet demand those skills.

The latest World Economic Forum Jobs Report highlights the top skills that will rise in importance by 2027. Creative thinking leads the list, followed by analytical or critical thinking. The third most important skill is technological literacy, which includes AI and other technologies. Interestingly, the fourth is curiosity and lifelong learning, and the fifth is resilience, flexibility and agility.

The study is described in a 2024 draft paper posted on the website of SSRN, formerly known as the Social Science Research Network. It is currently undergoing revisions with the academic journal Management Science.

The researchers detected grading bias against the end of the alphabet in a wide range of subjects. However, the grading penalty was more pronounced in the social sciences and the humanities compared to engineering, science and medicine.

In addition to lower grades, the researchers also found that students at the bottom of the alphabet received more negative and impolite comments. For example, “why no answers to Q 2 and 3? You are setting yourself up for a failing grade,” and “NEVER DO THAT AGAIN.” Top-of-the-alphabet students were more likely to receive, “Much better work on this draft, [Student First Name]! Thank you!”

The researchers cannot prove precisely why extra points are deducted for the Wilsons of the world, but they suspect it’s because instructors – mostly graduate students at the unnamed university in this study – have heavy grading loads and they get tired and cranky, especially after grading the 50th student in a row. Even before the era of electronic grading, it’s quite likely the instructors were not as fair to students at the bottom of the paper pile. But in the paper world, a student’s position in the stack was always changing, depending on when the papers were turned in and how the instructors picked them up. No student was likely to be in the bottom of the pile every time. In the LMS world, the U’s, V’s, W’s, X’s, Y’s and Z’s almost always are.

Another theory mentioned by the authors in the paper is that instructors may feel the need to be stricter if they’ve already given out a string of A’s, so as not to be too generous with high marks. Students at the bottom of the alphabet may be the victims of a well-intentioned effort to restrain grade inflation. It’s also possible that instructors are too generous with students at the top of the alphabet, but grade more accurately as they proceed. Either way, students at the bottom are being graded differently.

Some college instructors seem to be aware of their human frailty. In 2018, one posted on a message board at Canvas, asking the company to randomize the grade book. “For me, bias starts to creep in with fatigue,” the instructor wrote. “I grade a few, go away from it, grade a few more, take a break. Or that’s the goal when I’m not up against a deadline.”

If you’ve read this far, perhaps you are wondering how the researchers know that the grades for the U-to-Z students were unfair. Maybe they’re comparatively worse students? But the researchers matched the grades in Canvas with the student records in the registrar’s office and they were able to control for a host of student characteristics, from high school grades and college GPA to race, ethnicity, gender, family background and income. End-of-the alphabet surnames consistently received lower marks even among similar students who were graded by the same instructor.

The researchers also found that a tiny fraction of instructors tinkered with the default settings and graded in reverse alphabetical order, from Z to A. That led to the exact opposite results; students with end-of-the alphabet names earned higher grades, while the grades for A, B and C surnames were lower.

The bias against end-of-alphabet surnames is probably not unique to students who use the Canvas LMS. All four major LMS companies, which collectively control 90 percent of the U.S. and Canadian market with more than 48 million students, order submissions alphabetically for grading, according to the researchers. Even Coursera, a separate online learning platform, does it this way.

Wang’s solution is to shake things up and have the LMS present student work for grading in random order. Indeed, Canvas added a randomize option for instructors in May 2024, after the company saw a draft of this University of Michigan study.  “It was something that we had on our radar and that we’d heard from some users, but had not completed it yet,” a company spokesman said. “The report from the University of Michigan definitely pushed that work to top priority.”

However, the default remains alphabetical order and instructors need to navigate to the settings to change it. (Changing this default, according to the study authors, has “low visibility” within system settings on the site.) I hope this story helps to get the word out.

This story about learning management systems was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.