This project examines how the expansion of online course offerings has influenced student academic performance, retention, and equity in higher education. Using a difference-in-differences (DiD) methodology, we analyze student outcomes from 2015 to 2024 at UWEC, comparing trends across in-person and online learning environments. The research explores whether online prerequisite courses impact student performance in subsequent coursework and evaluates demographic shifts in course enrollment. Findings indicate that post-pandemic, in-person course GPAs have converged toward online GPAs, largely due to increased withdrawal rates among struggling students. This study contributes to ongoing discussions on optimizing instructional delivery and student success strategies in higher education.
