The COVID-19 pandemic inflicted massive disruptions on all aspects of daily life, not least of which was the education of K-12 students. It is accepted wisdom among many educational researchers that students need face-to-face instruction from certified teachers in order to flourish. But because students in many districts were forced to stay home from school, they were not receiving the same level of instruction they had been accustomed to. Students in the Kalamazoo Public Schools (KPS) District were no exception. As COVID-19 became more widespread and virulent, the KPS school board and administrators closed local schools for the 2020-2021 school year. Drawing upon the Upjohn Institute's Community Data System--a collaborative effort to track child development and success from birth to early adulthood--the author investigates how these pandemic-related school closures affected KPS enrollment, as well as student achievement as captured by standardized test scores. This paper considers two specific research questions: (1) How do achievement gains in the pandemic 2020-2021 school year compare to pre-pandemic and post-school-closure trends? and (2) To what extent have student math test scores become more variable because of the COVID-19 pandemic?