The onset of the COVID-19 pandemic in the spring of 2020 was marked by a transition to remote learning in Illinois schools and nationwide. The following school year, schools and families faced difficult decisions about how and when to return to in-person learning. School leaders, parents and caregivers, and students considered how to balance concerns for health and safety during the 2020-21 school year (SY21) with concerns about the impact of remote instruction on student learning, socioemotional development, and other needs (Darling-Aduana et al., 2022; Rapaport et al., 2020). This report, the second in the Learning During the Pandemic in Illinois series, follows a study on patterns of remote and in-person instruction across Illinois public schools during SY21. In that report, we showed that schools statewide followed distinct patterns in learning modalities over the course of the year. While most schools started the year in remote learning, they varied widely in the amount of in-person instruction students experienced as the year progressed. To date, no studies have examined how the amount of in-person learning in SY21 related to student achievement in Illinois schools. Here, we document the associations between instructional modality pathways and test scores for students in grades 3-5, 6-8 and 11 statewide. Using a difference-in-differences approach, we ask: How do school modality pathways relate to average school achievement in the SY21? Our findings show that schools' instructional modality pathway was an important predictor of their mean test score outcomes. [For Part 1, see ED624501. For Part 3, see ED624504.]