The present study investigated the impact of COVID-19 on middle level females enrolled in algebra in face-to-face instruction or virtual instruction during the 2020-2021 school year. The study analyzed the data from the required summative assessment for algebra students mandated by South Carolina Department of Education. Districts had flexibility and autonomy to count the End of Course Assessment Program as the district determined due to the continued impact of COVID-19. The mixed-methods study focused on the academic impact of COVID-19 on the two instructional models utilized by four school districts in South Carolina. The researcher reviewed data from two large, suburban districts and two small, rural districts that offered one or both of the instructional methods for middle level females enrolled in algebra. The four research questions examined in the study analyzed the mean score on the End of Course Assessment Program and the mean score of the final grade in algebra. The study relied upon quantitative data from archival 2020-2021 data from South Carolina Report Card data along with South Carolina End of Course Assessment Program scores, and qualitative data collected through a teacher survey. The final outcome of the t-test proved a statistical significance in the face-to-face (control group) outperformed the virtual (experimental group) on the End-of-Course-Assessment Program. The second outcome proved by the t-test that significant findings were discovered in the experimental group outperformed the control group 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.]