Online education has grown rapidly in the United States and has accelerated since COVID-19. The prior history of online learning through online charter schools and online learning during COVID-19 failed to meet the needs of disadvantaged student populations, especially students of color and students with lower socioeconomic status. This study sought to examine online learning implemented in a public K-6 school district comparing students who enrolled in the Online Independent Study Program with students who chose to attend in person. This quantitative study utilized a mixed-model analysis of variance (ANOVA) to examine the differences between online learners and in-person learners in a school district in southern California using district benchmark exams for English language arts and mathematics, administered over time. The study also utilized a mixed-model ANOVA analysis to examine differences between Title I online learners and Title I in-person learners. The study utilized a multiple linear regression analysis to examine if factors such as race/ethnicity, sex, grade level, English language learner status, and special education status had an impact on achievement as measured by student benchmark scores for English language arts and mathematics. Study findings showed that students who attended the Online Independent Study Program were able to perform as well as students who had attended school in person. Students from Title I elementary schools were able to perform as well as students who attended Title I schools in person as well. The results of the multiple linear regression analysis found special education status, English language learner status, sex, grade, and race/ethnicity were able to predict the variance in students' English language arts scores. For online students, special education status and English language learner status were the only variables able to predict the variance in English language arts scores. Grade level was the only variable able to predict the variance in mathematics scores for online learners. This study showed that online learning provided through the Online Independent Study model may be a viable learning option for students and may have implications towards equity in education. [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.]