Currently, little to no research is available that translates the decrease in college enrollment and retention into dollar amounts, nor discussions about the numbers and funding needed to revive colleges to pre-COVID numbers. COVID-19 was said to have hit areas, populations, and groups of people who were already underrepresented, but this remains unproven for our college students who outside of enrollment numbers have received minimum acknowledgment and concern of life during COVID-19 (Aucejo et al., 2020; Kwakye et al., 2021; Raaper & Brown, 2020; Wheeler & Ruger, 2013;). Higher education leadership, while trying to remain afloat during the pandemic, has not addressed those populations most impacted by the pandemic, created programs to assist those students, nor increased personnel and the reach of student support services. With enrollment, a concern for the majority of colleges and universities, and the national concerns around students' mental well-being the growing concern, is too much for one solution to sustain (Hoover, 2020; Kim et al., 2020; Kwakye et al., 2021). There is little data are found at a country, state, and local level concerning the impacts of COVID-19, although much is being discussed amongst faculty, staff, and students. COVID-19 has not only heavily changed day-to-day operations but also how we think and our priorities (Marguerite, 2021; Thomas & Allen, 2021; Toquero, 2020). A comprehensive examination was conducted of two closely situated universities, positioned approximately 12 miles apart, thereby requiring a mere 17-minute travel duration to traverse the distance. Notwithstanding their geographic proximity, these two academic institutions represent markedly distinct foundations in terms of their institutional classification, core mission, and the diverse demographic constituencies they serve. This study centers its investigation on the divergent responses exhibited by these universities in the wake of the COVID-19 pandemic. While one of the universities opted to initiate the resumption of on-campus learning as early as the Fall of 2020, the other university made the strategic decision to persist with online instructional modalities throughout the entire academic year spanning 2020-2021. The central objective of this research was used to illuminate the extent to which each institution's chosen response strategy influenced key academic metrics, specifically student enrollment and retention. Furthermore, this research aims to discern whether the impact of these responses exhibited significant variations contingent upon the unique attributes of each institution. The research journey, examined data from the time frame September 2017 to June 2021, spanning a critical period encompassing both the pre-COVID landscape and the pandemic-induced challenges. The research incorporated a range of variables, including socio-economic status as gauged by Pell Grant eligibility, course modality, age, gender, and race, thereby facilitating a holistic exploration of potential interrelationships. To address and assess research question 2, the Chi-square test was employed to discern associations between these variables and universities, shedding light on nuanced differences across modalities and years. This research contributes valuable insights into the complex dynamics of higher education in the face of unprecedented disruptions, underscoring the imperative need for informed decision-making and targeted support for diverse student populations in a rapidly evolving academic landscape. [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.]