Online technology in academia offers an opportunity to improve high school students' academic achievement and graduation status. The purpose of this quantitative comparative study was to determine if or to what extent a statistically significant difference exists in the graduation status of full-time online versus traditional high school students attending school, adjusting for ethnicity and gender, in the state of Florida. The Connectivism learning theory provided the theoretical foundation for this study. The sample was 2,680 high school students enrolled in the academic cohort years 2018 to 2022. The archival data was collected from the FDOE website. A Chi-Square analysis was performed to examine if there is a statistically significant difference in the graduation status of full-time online versus traditional high school students. The Chi-Square analysis revealed there is no statistically significant difference in the graduation status of full-time online students versus traditional high school students, X[superscript 2] (1, N = 2,680) = 2.95, p = 0.086. It was concluded that the graduation status of full-time online versus traditional high school students was equivalent during the academic cohort years 2018 to 2022. The analysis also revealed a significant difference in the success of the online learning modality compared to the traditional learning modality among the variables of ethnicity X[superscript 2] (1, N = 696) = 23.05, p <0.001 and gender X[superscript 2] (1, N = 2,383= 43.73, p <0.001. The findings of this study offer practical implications on how the online/virtual learning modality affects academic achievement leading to a high school diploma. [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.]