The COVID-19 pandemic was an unprecedented global event that disrupted higher education learning environments in unique ways. This study explored the effects of the COVID-19 pandemic on undergraduate students' academic progress in higher education at Saint Louis University. The outcomes of interest were four-year cumulative grade point average (GPA), four-year cumulative credit hours earned, yearly retention, and four-year completion. Eight fall cohorts of first-time full-time bachelor's degree seeking students who enrolled at Saint Louis University fall 2012-2019 were included within the study's scope. Multiple linear regression and linear probability models were used to determine causal effects. The results indicated the pandemic affected students' GPA, retention, and completion, but did not affect students' credit hours earned. Differential effects were found for Pell Grant recipients' GPA and retention to year two. Male students experienced differential effects to their four-year graduation rate. Overall, the results suggest students' academic progress was impacted by the COVID-19 pandemic, the length of time students experienced the pandemic was a factor, and some students were impacted by the pandemic differently than others. [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.]