In the math department, a cheating scandal involving numerous pre-calculus students was brought to attention by pre-calculus teacher Kristin Duriseti following a recent exam taken in March.
When grading, Duriseti noticed a similar pattern of incorrect answers throughout multiple students’ tests. She took immediate action by informing her department chairs and admin in order to discuss disciplinary steps.
“So we pulled all of the students out together, Ms. Luzano and I met with them, along with the admin. We had an opportunity for them to sort of write a response,” said Duriseti.
Recent reports have raised questions about academic dishonesty, as many math teachers say they see a significant number of cheating cases each year. This has become a concern for the math department.
The department relied on paper tests to limit the possibilities of students to use technology, but the sudden rise of AI and solver apps has created a shortcut for students to pass assessments without learning the content.
“I think the biggest [questions] are how easy it is to cheat so the cost is low and then the flip side of it is, what’s the cost of failure?” said Duriseti.
She also said that the math department is sitting along with students who are suspected of cheating in the test.
IM2 teacher Tina Wan said, “I think as long as we have grades, there will be cheating, unfortunately, because there are always going to be people who desperately need to do well.”
While math teachers see the ethics, many students describe their actions as a way to manage the pressure during the test.
Cameron Johnson, a sophomore in IM2 described one reason why students cheat in the first place. He said ,“It’s just more like they don’t know and they don’t want to know.”
However, many students also feel that the problem comes from the way modern education is structured today. A junior described how daily life in schools feels.
“I feel like students cheat because school has gotten to the point where it’s more just about passing the class and getting a good grade than actually learning the curriculum,” said the junior.
As the department looks for a solution, the focus remains on helping students see that true success comes from what they learn, not what they can search for.
IM3 teacher Tussima Ojha explained actions that could be taken by the math department in order to help out students.
“Keeping the classroom environment a little bit more calmer, and trying to help them out more about calming them,” said Ojha.
Ultimately, the goal is to create a space where students feel confident enough in their own skills that they don’t feel forced to choose between their integrity and their grade.
