The current study was a longitudinal quasi-experimental quantitative study conducted to determine whether or not targeted small-group intervention impacted learning loss relative to the COVID-19 pandemic at a North Texas Title 1 elementary school. Reading and math benchmark and practice test scores from a cohort of 38 fifth-grade students at the North Texas Title 1 elementary school were analyzed using IBM SPSS, Version 29. The Friedman and paired samples sign tests were conducted to compare reading benchmark and practice tests and math benchmark and practice tests within each year for years 2021-2023. Reading and math practice test scores were analyzed between each year for three consecutive years. The data analysis demonstrated that while there were no significant improvements in reading benchmark and practice test scores, there were significant improvements in math, stressing the importance of targeted small-group intervention in addressing learning loss beyond the COVID-19 pandemic. Educators can maximize the impact of interventions and promote student success in reading and math by providing efficient and practical support to struggling learners, fostering stakeholder buy-in, and ensuring implementation fidelity. [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.]