The COVID-19 pandemic affected education, causing schools in the United States to switch from face-to-face to remote learning modalities. The purpose of this study was to examine the impact of educational modalities on academic achievement in K-12 education to contribute to evidence-based decision-making in science education by practitioners and leaders in this field. A quantitative ex post facto cross-sectional design examined whether there was a significant difference in NGSS test scores among grade eleven students based on their exposure to face-to-face or remote education and considering race. The study utilized all 703 participants as sample size of the target population from the 764 total research population. Secondary data was downloaded from a Microsoft password-secured SharePoint from the Office of Data Management of the school district of interest. A mixed model ANOVA was employed to analyze the data. Data were analyzed to determine whether a significant difference could be attributed to a mode of instructional delivery and if the effects could be race-dependent. Results showed that NGSS scores were significantly higher for face-to-face than in remote modality; however, the influence of race was not statistically significant. Recommendations to practitioners and leaders in education include support for remote learning, by investing in resources, training, and technology to improve the quality of remote instruction, the provision of ongoing professional development opportunities for practitioners to enhance pedagogical skills and technological literacy, and continuous monitoring and evaluation of student outcomes, across different education modalities and racial groups. [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.]