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Abstract
In the fall of 2019, Georgia passed Senate Bill 330. This bill allowed for a three-year pilot program to teach agricultural education in elementary schools. A non-experimental pretest-posttest design was implemented to test whether elementary agricultural education impacted 3rd and 4th graders’ agricultural and science, technology, engineering, and mathematical (STEM) literacies. The researcher developed a 27-question instrument based on state education standards and composed of two constructs, agriculture and STEM. 622 students from five pilot programs participated in this research study. The results of this study determined that elementary agricultural education increased mean scores on the STEM construct by 7.62%. Due to low reliability scores, the agriculture construct was an ineffective measurement of student agriculture literacy. Despite this, three agriculture literacy questions showed a reliable, statistically significant increase in means. The researcher recommended studying the impact that local community, teacher aptitude, and school resources have on elementary agricultural education.