The impact of the COVID-19 pandemic continues to overwhelm the functioning and outcomes of educational systems throughout the nation. The public education system is under particular scrutiny given that students, families, and educators are under considerable stress to maintain academic progress. Since the beginning of the crisis, school-systems have attempted to establish norms for monitoring student progress with assessments administered virtually. However, many stakeholder groups expressed concern about the reliability of assessments implemented in a virtual setting. The current report aims to address educator concerns by providing a direct look at Montgomery County Public Schools' (MCPS) student performance data related to the MAP Growth (MAP) assessments. The report is arranged under three sections including: (1) Test Duration and Mean MAP-M/R Scores in Virtual vs. In-person Setting; (2) Reliability of MAP-Mathematics and MAP-Reading Test Scores: Fall 2016 to Fall 2020; and (3) Differences in the Conditional Growth Index (CGI) Between In-Person and Virtual Test Settings. The data obtained in this report should be used to aid in the discussion about the utility of using MAP-R/M assessments as reliable tools in assessing student progress during and after the pandemic.