Purpose: The purpose of this two-part research was to investigate the effect of remote learning on student progress in elementary education. Part 2, presented in this paper, is a follow-up study to examine how student progression in the two pandemic-induced environments compared to the pre-pandemic conditions. Design/methodology/approach: The authors expanded the quantitative, quasi-experimental factorial design of the authors' initial study with additional ex-post-facto standardized test score data from before the pandemic to enhance the group comparison with a control: the conventional pre-pandemic classroom environment. Thus, the authors were able to examine in which ways the two pandemic-induced learning environments (remote and hybrid) may have affected learner progress in the two subject areas: English Language (ELA) and Math. Additionally, the authors provided a grade-by-grade breakdown of analysis results. Findings: Findings revealed significant group differences in grade levels at or below 6th grade. In the majority of analyzed comparisons, learner achievement in the hybrid group was significantly lower than those in either the remote or the classroom group, or both. Research limitations/implications: The additional findings further supported the authors' initial hypotheses: Differences in the consistency and continuity of educational approaches, as well as potential differences in learner predispositions and the availability of home support systems may have influenced observed results. Thus, this research also contributes to the general knowledge about learner needs in elementary education. Originality/value: During the pandemic, remote learning became ubiquitous. However, in contrast to e-learning in postsecondary education, for which an abundance of research has been conducted, relatively little is known about the efficacy of such approaches in elementary education.