The purpose of this study was to investigate any significant differences in the academic achievement of middle school students in the central portion of South Carolina as a result of distance learning. Research has shown that education has recently changed dramatically with the phenomenal rise of distance learning, where teaching is carried out remotely and on digital platforms. Good pedagogy was demonstrated on a new platform; and teachers were challenged to deliver instruction creatively.Due to the COVID-19 pandemic, a significant number of schools transitioned from the traditional brick and mortar classroom to distance learning. Distance education utilizes technology to bridge the physical spaces between teachers and learners. Distance learning has evolved through five generations. Based on the literature review, this study addressed the impact of distance learning on the academic achievement of middle school students in the central portion of South Carolina as related to race and gender. This quantitative study summarized all variables by using frequency and descriptive statistics. The SC Ready test scores were analyzed using the t-test, Pairwise Comparison test, and Analysis of Variance (NOVA) to determine if there were statistically significant differences between the SC Ready Scores of middle school students in the central portion of South Carolina. The 2019 and 2021 SC Ready Scores were analyzed. The SC Ready test was not administered in 2020 due to the pandemic. As a result of the hypothesized testing, it was discovered that there was no significant difference in the ELA SC Ready test scores before and after the implementation of distance learning. There was also no significant difference in student achievement before or after the implementation of distance learning as related to gender. In addition, there was no significant difference in the ELA SC Ready test scores before and after the implementation of distance learning as related to race. However, the data showed that there was a significant difference in the Math SC Ready test scores before and after the implementation of distance learning. There was also a significant difference in the Math SC Ready test scores before and after the implementation of distance learning amongst Blacks. There was no significant difference amongst the White, Hispanic, and other races. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]