This study examined differences in middle school English Language Arts (ELA) proficiency between pre-pandemic (2019) and post-pandemic (2022) assessments to understand the COVID-19 impact on learning, particularly among vulnerable groups. Grounded in adaptive leadership theory, the research focused on free and reduced-price lunch (FRL) and English language learner (ELL) students, who faced significant challenges due to pandemic-related instructional disruptions. Utilizing a quantitative approach, this study analyzed ELA state assessment data from grades 6-8 in high FRL schools (70-100% FRL rates) within the mid-western Rocky Mountain region. The paired t-test method allowed for a statistical comparison of ELA scores from 2019 and 2022, controlling for baseline academic ability and socioeconomic factors. This methodology highlighted the differential impact of the pandemic on students by comparing achievement across identical groups pre- and post-disruptions. The findings indicate significant ELA proficiency declines, particularly for economically disadvantaged and ELL students. On average, post-pandemic scores were markedly lower than those from 2019, underscoring disparities that may stem from remote learning challenges and limited resources in high-poverty communities. These results point to urgent needs for targeted interventions and policy adjustments to support academic recovery, especially in ELA. This research provides valuable insights into the breadth of pandemic-induced learning loss and offers data-driven recommendations for educational leaders and policymakers. By addressing specific needs within FRL and ELL populations, this study contributes to the broader understanding of educational inequities and informs strategies for equitable, resilient post-pandemic instruction. [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.]