In 2019 the world experienced a medical emergency that impacted education across the world. Several states in the United States had professional learning communities introduced into their schools as a means to enhance academic achievement prior to COVID 19. In order to show support to the schools and increase student achievement, a state introduced a specific professional learning community (PLC) model to be followed as a guideline to improvement and sustainability during a crisis. This study compares the state specific PLC model schools to schools who did not follow the state specific PLC model to examine the statistically significant difference between the schools. The findings revealed there was not a significant difference between the schools except for the variable of ethnic composition in schools with a high non-white population. In 2019, this difference was observed in the domains of ELA, reading, and English. Conversely, in 2021, the distinction manifested across all evaluated content areas. [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.]