We weren’t surprised by the presence of bias in the outputs, but we were shocked at the magnitude of it. In the stories the LLMs created, the character in need of support was overwhelmingly depicted as someone with a name that signals a historically marginalized identity, as well as a gender marginalized identity. We prompted the models to tell stories with one student as the “star” and one as “struggling,” and overwhelmingly, by a thousand-fold magnitude in some contexts, the struggling learner was a racialized-gender character.