This study examined the impact of extended school closures and remote learning during the COVID-19 pandemic on student achievement. It examined ex post facto data to analyze MAP reading scores for students with a speech-language impairment (only). Assessment data was used from the Fall 2019, Winter 2020, Fall 2020, Winter 2021, and Spring 2021 school terms. Data was organized to determine the number of students, minimum and maximum scores, and mean and standard deviation of each school term. An overall comparison was conducted to determine if there was a significant difference in student performance across the school terms and based on gender. This study's findings confirmed a significant difference in academic achievement for this specific student population for the school terms immediately before and during school closures for COVID-19; however, there was no significant difference in academic achievement based on gender. These findings can be used to provide educational leaders with anticipated gains and losses due to extended school closures in specific populations. Additionally, educational leaders can use this information to maximize the benefits of off-site learning. [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.]