Home / Who Edsby Helps

A digital learning & analytics platform built for the unique needs of K-12

Edsby K-12 LMS learning management system

Because in K-12, photocopies in the backpack, free apps and public social media all have their shortcomings

Edsby keeps everyone in the loop & engaged

Students see their schedules and assignments. They interact in a familiar, private social media-like system, safe from the public Internet. Parents see their kids’ homework and grades. Teachers get course planning, attendance and assessment tools. Administrators receive school-wide analytics. Everyone gets what they need in real time.

Edsby makes teachers’ lives easier

Because it connects to existing systems, classes in Edsby are pre-loaded with the right students and parents automatically. Attendance, an advanced grade bookcourse planning, parent communication and other features become a breeze, with no setup for teachers. And, we’ve specifically made it easy to learn.

Edsby lets districts enforce policies

Local policies drive regional educational standards. Because every region does things a little differently from the next, Edsby is completely customizable, even to districts’ unique grading and reporting.

Edsby keeps districts compliant

Teachers that use free software and public social media can run afoul of CIPA, COPPA, FERPA, GDPR and other regulations. Edsby gives districts a single, protected “walled garden” for all communications between students, teachers and parents, so confidential information stays protected.

Read details of how Edsby helps…

Research shows, especially during times of crisis, that we need to bolster the strategies and competencies of students to manage stress. Being able to have explicit and intentional opportunities to check in, name how they’re feeling and learn specific strategies to manage their stress and how to get along with others is critical for students’ school and life success.
Dr. Kimberly Schonert-Reichl, NoVo Foundation Endowed Chair in Social and Emotional Learning in the Department of Psychology / University of Illinois at Chicago