The purpose of this quantitative within-groups comparative study was to determine if there was a significant difference between the 2019 (pre-COVID-19) and the 2021 (post-COVID-19) third grade Standards of Learning (SOL) reading and math scores in urban Title I elementary schools in a southeastern state. The conceptual framework for this study was learner-centered teaching, which would help provide a more effective teaching approach to help remediate low-performing students. The scores were obtained from archival data publicly accessible on the state's Department of Education website. The paired sample t tests yielded statistically significant results, as both math and reading Standards of Learning mean pass rates saw significant decreases between the 2018-2019 (pre-COVID-19) and 2020-2021 (post-COVID-19) school years. The reading scores from the pre-COVID-19 level to the post-COVID-19 level were t = 9.19, p < 0.001, d = 1.45 which is a very large effect size. The math scores from the pre-COVID-19 level to the postCOVID-19 level were t = 19.1, p < 0.001, which is also a very large effect size. These results indicate that reading and math achievement scores in third grade students were negatively impacted by COVID-19. Future research should include a qualitative study that interviews teachers to explore the remediation measures they acquired and follow-up in future years. [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.]