The purpose of this study was to discover the relationship between individual student reading levels to mathematics levels utilizing the State of Texas Assessments of Academic Readiness, STAAR, scores for third- and fourth-grade students before and after the COVID-19 pandemic school closures. The study had four research questions examining third- and fourth grade STAAR scores from the 2018-2019 and 2021-2022 school years. The study's sample population was 476 students which consisted of third- and fourth-grade students from the 2018-2019 and 2021-2022 school years. The researcher calculated Pearson's product-moment correlation coefficient and a linear regression to complete this quantitative correlational study. The findings showed a positive, linear correlation between elementary students' reading and mathematics STAAR scores. However, fourth-grade students had lower scores after the COVID-19 pandemic and a moderate correlation compared to the other groups in the study. It is recommended that schools implement grade-level vertical alignments as well as have different departments collaborate. [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.]