Students attracted to quantitative disciplines of study can be reluctant to devote much attention to the critical task of communicating, and previous research (Hostager, 2018) has identified statistically significant differences in learning approaches by major among undergraduate business students. This paper presents results of learning assurance for writing skills (direct measures) even when the course content relates to the highly quantitative topics of data analytics and finance. The approach combines various pedagogical methods in an undergraduate, writing-intensive setting: traditional testing in an iterative framework, "flipped classroom" intensive work using spreadsheet software, repeated submission of brief papers incorporating analytical finance work, and student research presentations (including at an undergraduate research conference). We present quantitative and qualitative data demonstrating assurance of learning for evaluation purposes, including the recently announced (2020) competency-based Assurance of Learning standards from the Association for the Advancement of Collegiate Schools of Business (AACSB). To assess the robustness of our findings, we also report results using alternate learning resources (old and new) and delivery methods (in-person, hybrid, fully online), taking advantage of the pandemic natural experiment. We found that learning progress was assured in each context for hybrid and fully online delivery; however, learning was not as monotonic as for fully in-person implementation.