With the sudden onset of the pandemic, little was known about the implications of transitioning college mathematics classes to online environments. In light of many students' difficulties in passing remedial and first-year mathematics courses in both synchronous and asynchronous classrooms, gaining an understanding of the impact of this transition to remote learning could inform both pedagogy and policy. Using a causal-comparative design, this research sought to determine whether, or to what extent there is a statistically significant effect on the final course grades for undergraduate college students taking synchronous or asynchronous mathematics courses (pre-algebra, quantitative reasoning, or college algebra) prior to, fall 2019 and during a pandemic, fall 2020. Using data from a large urban community college in central Ohio. Although the initial findings of this research did not find a statistically significant difference in final course grades prior to and during the pandemic, further disaggregating the data by Pell-eligibility, race/ethnicity, and first-generation status showed some differences in final course grades. Additionally, using ordinal logistic regression indicated that neither the term of enrollment nor the course modality had a statistically significant effect on the final course grade yet that the course of enrollment had a significant effect on the final course grade. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]