This study focuses on the academic progress of English learners (ELs) from 2018 to 2023 during remote learning and compares it to their non-EL peers. Using a mixed-methods approach, data was collected from a southern California middle school. The findings reveal that a decrease in GPAs, an increase in chronic absenteeism, and a decrease in state test scores were notable trends during remote learning. Even more so, in the year 2022-2023, when the school year was less impacted by COVID-19 guidelines of social distancing, the data did not look favorable to ELs. ELs had data that continued to decline in the state test scores and increase in chronic absenteeism. While the transition to remote learning affected all students, measuring its specific impact on ELs through secondary data and interviews provided crucial insights. The qualitative data from parent narratives underscored the importance of a student's social-emotional well-being and parental support as key factors in student success during remote learning. The study amplifies the voices of parents who often remain unheard due to language barriers, providing insights into the challenges faced before, during, and after the COVID-19 pandemic. By incorporating parent perspectives, the study offers a comprehensive view of EL experiences during the pandemic, informing educators and administrators on how to better serve this student population. [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.]