Research in this retrospective cohort study compared student outcome in introductory Biology at an HBCU, and the impact of COVID-19. This quantitative study utilized introductory level student biology data collected via the institution's data reporting system to analyze changes in student achievement prior to the pandemic and after the pandemic. A chi-square test of independence was used to investigate the relationship between student achievement pre-COVID-19 and post-COVID-19. For this project, student achievement was defined by a grade of pass, fail, or incomplete. Additionally, a logistic regression was used to predict the probability of student retention during the COVID-19 pandemic. Findings in this study raised a question about Astin's theory of student involvement since this theory posits that student engagement is a significant factor in student success. The COVID-19 pandemic environment significantly limited student engagement, yet students in introductory biology were found to be successful during the pandemic. Findings in this study allow for educational leadership and policymakers to make informed decisions regarding future remote learning. [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.]