The purpose of this study was to investigate the differences between face-to-face learning environments before the pandemic during the 2018-2019 school year and varied learning modalities after the pandemic during the 2020-2021 school year. NWEA MAP Growth data was collected for third-grade students in elementary schools in a rural school district in the low country of South Carolina during the 2018-2019 and the 2020-2021 school year. The eight hypotheses analyzed if the effects of the COVID-19 pandemic significantly impacted students based on gender, ethnicity, and socioeconomic status. The study results showed a statistically significant difference (p=0.001) in reading achievement scores of third-grade students who took the NWEA MAP Reading assessment Pre-COVID and third-grade students who took the NWEA MAP Reading assessment Post-COVID. Male reading scores were not significantly impacted, while female reading scores were significantly impacted. No ethnicities' reading achievement was statistically impacted by the effects of COVID. No socioeconomic status classifications were statistically significantly impacted by the effects of the COVID pandemic. The results of this study will help educators and policymakers see that there is a need for more support for all students. While additional research is still needed that will expand these results, it is plain to see that more needs to happen to help our education system recover from the COVID-19 pandemic. [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.]