This mixed methods study evaluated the effectiveness of the Child Early Reading Development and Education Program (CERDEP) on kindergarten reading readiness using Stufflebeam's (2003) context, input, process, and product (CIPP) model. The program was implemented in a rural school district in 2014 and the program's goal is to provide high-quality instruction to at-risk 4-year-olds in a full-day format. The study's objective was to determine the extent to which the goals of the program have been met. Qualitative data were collected from focus group sessions with prekindergarten and kindergarten teachers to assess CERDEP's alignment with the assessed needs and implementation fidelity. Quantitative data included archived prekindergarten and kindergarten literacy assessment data as well as archived literacy checklist data completed by an education associate from the state department. A thematic analysis of data was conducted to identify recurring themes and patterns, and a series of t tests were conducted to determine if there was a statistically significant difference between the given values for the assessments and students' actual scores. Results indicated that the goals of the program were met and students who were enrolled in CERDEP demonstrated significant gains in reading readiness skills. Implications for improvement include providing annual training on implementation practices, opportunities for professional learning, alternative funding avenues for classrooms, and time for vertical articulation meetings. This study contributes to the body of work on research-based early literacy strategies, CERDEP, and closing the achievement gap for at-risk students in reading. [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.]