High schools sought to meet the demands of physical distancing and movement restrictions due to COVID-19. Given this unexpected situation, the researcher designed a quasi-experimental ex-post facto study to compare student outcomes from the Pennsylvania Keystone Examinations for Biology and Literature delivered in face-to-face (F2F) and virtual formats. The study aimed to determine whether teaching modality had a greater impact on the Academic student groups rather than the Honors or Accelerated level groups of students. The standardized tests were administered to 959 high school students in 2019 and 2021. The results are reported for different levels of learning: Academic, Accelerated, and Honors. An independent-samples t-test found that the mean score of the PA Keystone Biology and Literature Exams were not significantly different between face-to-face and virtual learners, indicating a trivial effect size. Students in F2F learning environments scored similarly to students from virtual learning environments in both the Biology and Literature exams. The study also found that Honors and Accelerated students had a higher level of performance than those in Academic courses. An ANOVA revealed a statistically significant difference in mean exam scores between the three different levels of learners on their overall PA Keystone Biology and Literature Exam scores. The Honors student group scored significantly higher than the Accelerated and Academic student groups, and the Accelerated student group scored significantly higher than the Academic student group. Additional ANOVA tests for the subscores found similar significant differences between the three groups. The study suggests that online distance education can be an effective mode of learning for high school students, with similar outcomes in F2F learning environments. Furthermore, higher-performing students may benefit more from virtual learning environments, while lower-performing students may require additional support in these environments. [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.]