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The outbreak of the COVID-19 pandemic early in 2020 forced universities to shut down their campuses and transition to emergency remote instruction (ERI). Students had to quickly adapt to this new mode of instruction while dealing with all other distractions caused by the pandemic. This study integrates extensive data from students’ institutional records at a large Historically Black College and University (HBCU) institution with data from a students’ survey about the impact of COVID-19 on learning during the Spring 2020 semester to examine the impact of the transition to ERI on students’ performance and identify the main factors explaining variations in students’ performance. The main findings of our analysis are: (a) students’ university experience was positively correlated with performance (continuing students who spent at least one academic year at the university prior to the outbreak had better performance than freshman and new transfer students), (b) students’ perceived change in performance after the transition was positively associated with actual performance (students who perceived a decline in their performance after transition to ERI had significantly worse performance than other students), and (c) students’ prior online learning experiences and students’ emotional experiences with the COVID-19 disease were not significantly associated with performance. These results suggest that the approaches adopted by higher education institutions to support students during times of crisis should pay special attention to certain groups of students.

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The mathematics emporium model (MEM) was implemented to improve student success and retention rates. The college algebra course sequence was redesigned using the emporium model to establish consistency, emphasize active learning, modularize course materials, and provide one-on-one personalized on-demand assistance from faculty and teaching assistants. The emporium model ensured consistent content coverage and learning experiences, improved course coherence, and improved quality control. This study compared the course performance of students enrolled in a college algebra and trigonometry course using the MEM and traditional, lecture method.  The results on whether the MEM or traditional students performed better were mixed.  Also, the course effectiveness rates, which examines the successful performance of students enrolled in two successive courses that are associated such that the first course provides the foundation for the second, were similar for both the MEM and traditional methods.