The purpose of this study was to determine if Appreciative Inquiry affects assessment scores of middle school students, grades 6-8. The data used in this study was collected from a cohort of students impacted by the COVID-19 pandemic school shutdowns with inconsistent return to structured, continuous in school routines. The data used in this study was collected from two homeroom classrooms by using Appreciative Inquiry 4-D Cycles: one cycle for classroom environment and one cycle for learning goals. The data was collected from 42 students: 11 students had Individual Education Plans for learning support and seven students had 504 Medical Plans for Attention Deficit Hyperactivity Disorder or Attention Deficit Disorder. The results of the study showed a statistically significant difference between students with a 504 plan and general education students' Sixth Grade Reading PSSA scores. The results also showed no statistically significant difference in scores between students with IEPs and general education students. The finding is significant because students with IEPs usually score lower than general education student on standardized assessments (Gaille, 2017). [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]