Online instruction has the potential to increase access to education (Chou and Liu 2005) and encourage class participation by underrepresented students. However, we must acknowledge that the rapid transition to online learning in spring 2020 left many students behind. The technology itself, such as internet and computing requirements, can be limiting for students without adequate financial resources. Even once technology is made available, at-home-learning requires space, familial support, and freedom from distractions (both external and internal). The pandemic has highlighted the broad systemic inequalities that make virtual education challenging for many. For example, a recent National Bureau of Economic Research working paper showed that low-income students were more likely to delay graduation and to decrease time spent studying when compared to high-income students (Aucejo et al, 2020). These issues will persist in the fall and instructors should consider limitations and equity when developing their online courses.