In alignment with the Academic Excellence pillar of the Strategic Plan, Montgomery County Public Schools (MCPS) is committed to improving student achievement in literacy. MCPS initially piloted a Structured Literacy approach in Kindergarten-Grade 2 during the 2021-2022 school year. Due to the pilot's success in improving student outcomes, MCPS expanded Structured Literacy to all elementary schools in 2022-2023. This 2023-2024 program evaluation report examines the second year of systemwide implementation and outcomes for Structured Literacy across MCPS elementary schools in Kindergarten-Grade 5. A mixed-methods design was employed to examine the implementation and impact of Structured Literacy on reading achievement. Surveys were sent to 3,250 elementary English Language Arts (ELA) teachers and 235 reading specialists and staff development teachers, with response rates of 11% for classroom teachers and 30% for the other staff. Implementation of Structured Literacy was assessed using observations in 97 upper elementary classrooms (Grades 3-5) across 36 schools from April 2 to April 25, shifting focus this year from early to upper elementary grades to enhance monitoring. Descriptive and inferential statistics were used for achievement data analysis. After the second year of full implementation, MCPS demonstrated progress with Structured Literacy, particularly in improving foundational reading skills in Grades K-2. However, attendance significantly impacted achievement, with absenteeism exacerbating gaps between student groups and limiting Structured Literacy's full potential. Persistent disparities in outcomes across racial and socioeconomic groups highlight the need to address absenteeism alongside enhancements to Structured Literacy implementation. Key recommendations focus on increasing building-level support for differentiated instruction and small group work, which were inconsistently implemented in Grades 3-5. Strategies include improving teacher communication of lesson objectives, optimizing schedules, providing real-time coaching through reading specialists, and ensuring dedicated time for small group instruction. These measures aim to reduce disparities, counter the effects of absenteeism, and ensure all student groups benefit from equitable, high-quality reading instruction.