Previous literature has indicated a lack of information available regarding virtual schooling and how it compares to traditional schooling in terms of the academic achievement of students (Angiello, 2010; Brady, 2012; Dichev, Dicheva, Agre, & Angelova, 2013; Molnar et al., 2019; Molnar, 2021). This study aimed to examine differences among virtual schooling and traditional schooling, and to what extent gender, ethnicity, and/or at-risk indicator relate to these differences by analyzing State of Texas Assessment of Academic Readiness (STAAR) 2019 eighth grade mathematics and reading individual student results of two Texas school districts with both virtual and traditional schooling. A secondary data analysis of data collected from the Texas Education Agency (TEA) was used in the current study. Findings from the study supported the hypothesis that there was a statistically significant difference in virtual and traditional schooling when comparing STAAR mathematics scale scores of eighth grade students in virtual and traditional schooling with traditional students scoring statistically significantly higher than virtual students. Conversely, findings from the study did not support the hypothesis that there was a statistically significant difference in virtual and traditional schooling when comparing STAAR reading scale scores of eighth grade students in virtual and traditional schooling. Additional findings from the study supported the hypothesis that there was a statistically significant difference in STAAR mathematics scale scores and STAAR reading scale scores among virtual and traditional schooling when comparing student gender, ethnicity, and at-risk indicator categories. Future implications of this research are vital as virtual learning has grown significantly, based on the current findings it appears this would have an adverse impact on students' math achievement, but less of an adverse impact on their reading achievement. Additionally, gender, ethnicity, and at-risk indicator appear to be associated with differences in both math and reading student achievement. Future research will need to consider the impact of remote instruction on student achievement. [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.]