The COVID-19 pandemic disrupted traditional learning in schools with the sudden shift to distance learning. Schools continue to see the effects of this shift but must better understand the academic effects on students. The purpose of this study was to determine the extent of COVID Learning Loss in the mathematics and reading scores of elementary students, including students with less available resources (i.e., students receiving free/reduced lunch). Northwest Evaluation Association Measure of Academic Progress (NWEA MAP) mathematics and reading scores were collected on students from Winter 2019 to Fall 2020 and compared to NWEA 2020 normative data during the same time periods to determine if students evidenced typical growth scores in each area. The findings indicated that reading scores evidenced stable growth over the study period for the four cohorts, while mathematics scores did not grow at the expected rate, particularly for students on free/reduced lunch. These results provide evidence that mathematics instruction presented a significant challenge for elementary teachers and students in a distance learning environment.