In this study we evaluated the stability of item parameters and student scores, using the pre-equated (pre-pandemic) parameters from Spring 2019 and post-equated (post-pandemic) parameters from Spring 2021 in two calibration and equating designs related to item parameter treatment: re-estimating all anchor parameters (Design 1) and holding the c-parameter fixed for all multiple-choice items (Design 2). The Spring 2021 English Language Arts and Mathematics grades 3 through 8 operational test data from a large-scale testing program were used for this study. It was found that re-estimating item parameters in both Design 1 and Design 2 had little effect on the calibration and equating results, indicating acceptable stability of item parameters re-estimated in the post-pandemic environment. There was little or no difference in the mean scale scores and percentages of students classified in the different performance levels when students were scored using the pre-equated versus post-equated item parameters in Spring 2021. These differences in performance were even smaller when scores obtained in post-equated Design 1 and post-equated Design 2 were compared. When Spring 2021 student performance was compared to the Spring 2019 student performance, a decrease in performance was observed in each grade and content area that could be attributed to the effect of the pandemic and disrupted learning in the 2020-21 school year.