The COVID-19 pandemic posed a significant problem for K-12 education. To prevent the spread of the virus, the educational community mandated school closures shifting instructional practices from a traditional face-to-face model into a remote instructional model (Bailey et al., 2021; Bawa, 2020; Domina et al., 2021; Onyema et al., 2020; Wyse et al., 2020). The swift move to remote instruction resulted in widespread concerns related to the academic achievement of students due to varied technology access, gaps in technology use, teacher inexperience in remote teaching, and burdens on parents and families seeking to support student learning (Kuhfeld et al., 2020; Tomasik et al., 2020; Trust & Whalen, 2020). This causal-comparative quantitative research study examined the significance of the learning environment on student achievement in reading and mathematics for students in grades 3-8 amid the COVID-19 pandemic. The theory of margin informed this causal-comparative study by examining the effects of power and load on student achievement based on the changes to the learning environment (McClusky, 1970). Through the lens of power and load, this study aimed to determine the appropriateness of the remote instructional model for K-12 institutions based on academic achievement and the ability of educators, students, and organizations to adapt to a transformative practice for student learning. Data gathered in this study examined student achievement prior to the COVID-19 pandemic through two years of remote instruction and the return to traditional face-to-face learning. The results of this study demonstrated declines in student achievement due to the move to remote instruction. The lack of student recovery following the pandemic and the return to in-person learning signified a shift in the educational landscape. This study focused on the change in the instructional environment, but the disparities in academic outcomes signified the need to examine the specific causes to support student success. As technology and the potential for future needs of remote instruction progresses, stakeholders within the K-12 environment need to develop models of instructional support, preparation programs for teachers and administrators, and student interventions to ensure successful student outcomes. [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.]