<![CDATA[Literacy recovery programs require evaluation of not only learner outcomes but also the needs they address, the resources that support them, the quality of implementation, and the conditions required for sustainability. This explanatory sequential mixed methods study evaluated Project RESCUE (Recovery and Engagement of Struggling Readers through Curriculum Updates and Explicit Instruction), the division-wide English reading intervention of the Schools Division of Tarlac City, using Stufflebeam’s Context, Input, Process, and Product (CIPP) Evaluation Model. Quantitative evidence combined division reading-proficiency records across Key Stages 1-4 with survey responses from 216 program implementers and school heads; qualitative inquiry was used to explain implementation problems, enabling factors, and perceived outcomes. Context findings showed strong Key Stage 1 mastery in foundational skills but declining performance as tasks moved toward comprehension and sentence construction. Grade 3 and Key Stage 3 were the highest-priority risk points, and female learners had a higher independent-reading share than males. Program inputs were rated Very Adequate overall (M = 4.44, SD = 1.05), led by human resource capacity (M = 4.61); operational support was comparatively weaker (M = 4.15). Process implementation was rated Very Well Implemented overall (M = 4.41, SD = 0.95), with implementation fidelity highest (M = 4.52). Available school-year trend data indicated recurring gains toward instructional and independent reading levels, although diagnostic regression in Key Stages 2 and 3 showed that gains could weaken without continuous support. Qualitative findings identified documentation burden, time pressure, resource constraints, attendance, and home support as major challenges, while leadership, teacher commitment, collaboration, parental involvement, and technical assistance enabled implementation. Integration of the findings produced an Reading Improvement and Development Plan organized around five pillars for sustainable division-wide literacy development.]]>
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