The COVID-19 pandemic led to notable disruptions in student learning, particularly in mathematics, impacting students from marginalized backgrounds. This quasi-experimental quantitative study examines whether the State of Texas Assessment of Academic Readiness (STAAR) Mathematics results from 2019 to 2024 indicate that students have recovered pre-pandemic achievement levels. Utilizing a non-experimental design, this study analyzes the mathematics performance of a cohort of continuously enrolled students in a North Texas district, focusing on demographic differences across ethnicity and socio-economic status. Data were collected and analyzed using dependent and independent t-tests to assess changes in performance over time and between groups. Results reveal significant performance declines post-pandemic, with non-White and low socio-economic students experiencing greater disparities. Conclusions suggest the pandemic may have intensified pre-existing achievement gaps, underscoring the need for targeted interventions. Implications for practice include resource allocation toward marginalized groups, and future research should assess long-term impacts and intervention efficacy. [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.]