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This explanatory mixed-methods study explored if there was a change in student progress as measured by STAR percentile rank due to the multiple instructional modalities caused by the COVID-19 pandemic. Educational institutions had to shift to distance learning in March of 2020 due to the outbreak of COVID-19. The return to school for the 2020-2021 school year resulted in hybrid and cyber learning modality options. This study measured the impact on student progress due to these changes in instructional modalities. The researcher collected STAR Math data from a Northeastern Pennsylvania school in which students had experienced fourth grade in a traditional learning modality, fifth grade traditionally until the March 2020 COVID-19 interruption, and sixth grade in the cyber and hybrid learning modalities. Additionally, the researcher collected data from historical cohorts of students in Grades 4, 5, and 6 that were not impacted by multiple learning modalities. Descriptive and inferential statistics were analyzed to determine if there was a statistically significant difference between learning modalities and the historically traditional learning cohorts. To enhance the data, sixth-grade math teachers that had taught the cohort of students impacted by multiple learning modalities were interviewed. Overall, the findings of this study revealed that multiple learning modalities impacted the pandemic cohort's progress and that face-to-face instruction is best for learning math. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]