The global pandemic was a turning point in education nationally. School closures forced school districts to find the best and most efficient way to continue instruction for their students. As a result, traditional face-to-face instruction was quickly transformed to virtual (online) instruction. This shift in instructional setting has many questioning the effect of virtual instruction in comparison to traditional face to face instruction. The purpose of this study was to determine the impact of virtual instruction in comparison to traditional instruction of middle school students based on their performance of Math MAP assessment. The research questions were answered by analyzing the Math MAP scores of students for the winter 2021 MAP administration. The scores were organized by gender, race, socio-economic status, and family structure of students. Each subgroup was further categorized based on the instructional setting of the student. An overall comparison was conducted for each subgroup based on the instructional setting and their overall mean MAP score. The findings of the study indicated that face-to-face instruction was more beneficial academically than virtual instruction when comparing the overall mean MAP scores of the participants Based on the subgroups of the study, students who lived in a two parent home had higher student achievement than the other participants and also white students. In addition to this, students who identified as free lunch status had lower mean scores than those who identified as reduced status. The study proved that student achievement has many factors that may have an impact overtime. The results and findings of this study will provide insight to school leaders to determine if virtual instruction is a viable option in comparison to traditional face-to-face instruction when analyzing Math MAP data to measure student achievement. In addition to this, the findings will offer data to support the most effective instructional option for families. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]