A Formative Evaluation of The Implementation of The K to 12 English Program of Public Elementary Schools

The scope of the K–12 program's implementation Language Arts and Multiliteracies Curriculum was investigated by means curriculum's design, content, techniques, approaches, as well its resources facilities for learning evaluation. Quantitative qualitative research designs were used in study. Twenty (20) teachers administrators, along with 226 elementary school pupils, participated data collection. results showed that English program grades 6 through 12 widely implemented. Learning noted a major issue. issues teachers' students' readiness preparation relatively significant nature. As result, remaining areas, such those teaching strategies techniques curriculum enhancement, little more significant. degree achievement level have been proven to be significantly correlated. Therefore, even though overall mean score indicated passing rate, lack contributed some measure test result showing sizable portion students did not fulfill norm. Department Education should therefore give immediate attention since they are most pressing issue affecting how is