Murray State Theses and Dissertations

Abstract

This qualitative research study explored the alignment, relevance, and perceived value of Georgia’s agriculture education End of Pathway Assessments (EOPAs) as state-designated Credentials of Value. Grounded in Progressivist Theory and the Experiential Learning Framework, the study employed semi-structured interviews with six Georgia agriculture educators and five agriculture industry professionals. Data were thematically coded and analyzed to examine participants' experiences regarding the alignment of EOPAs with Georgia’s state standards, the assessments’ value in the agricultural industry, and viable alternatives for high school students to earn industry-recognized credentials. Findings indicated widespread concern over the misalignment between EOPAs and Georgia’s curriculum, a lack of recognition by industry professionals, and a consensus that more meaningful, performance-based certifications already exist and better prepare students for workforce readiness. The study concludes that Georgia should re-evaluate its credentialing system to include alternative certifications that are both aligned with classroom instruction and recognized by employers.

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

Career and Technical Education, End of Pathway Assessments, agriculture education, Credentials of Value, Georgia Department of Education, industry certifications, experiential learning, Perkins V

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Randal Wilson

Committee Member

Alyx Shultz

Committee Member

Lindsey Garner

Document Type

Dissertation - Murray State Access only

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Available for download on Saturday, June 26, 2027

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