The COVID-19 pandemic has had far-reaching effects on nearly every aspect of society, including education. This study investigates educational research conducted in the United States during the COVID-19 school closures to increase our understanding of student, parent, teacher, and school leader experiences with remote learning in a K-12 context. This systematic literature review used concept mapping to synthesize data from relevant studies conducted during the pandemic when instruction transitioned to a remote environment in spring 2020. A range of quantitative, qualitative, and mixed-methods studies were screened for quality and eligibility and revisited multiple times during the coding process. Findings include the need to prioritize equity issues, improve teacher pedagogy in remote instruction, and enhance school-home communication. Our systematic study presents data-informed recommendations that school district personnel and state education officials might implement to improve stakeholder experiences and minimize widening achievement and opportunity gaps as school disruptions continue.