Georgia’s End-of-Pathway Assessment (EOPA) process was derived in direct response to the Perkins IV Legislation (Perkins Act of 2006), Core Indicator 2S1, which mandated states to implement a measurement mechanism that would ascertain the technical skill attainment level of students participating in career and technical education courses. Such mechanisms were expected to be valid and reliable technical assessments aligned with industry-validated standards. The EOPA process provides students with a sustainable opportunity to gain valuable skills and knowledge through participation and completion of a career pathway at the secondary level. Obtaining such skills in the secondary realm will potentially provide students with increased opportunities to earn industry-validated credentials while still in high school and possibly lead to increased earning potential throughout the student’s career span. According to the U.S. Department of Labor’s Training and Employment Guidance Letter No. 15-10 dated December 15, 2010, the term credential refers to a verification of qualification or competence issued to an individual by a third party with the relevant authority or jurisdiction to issue such credentials (such as an accredited educational institution, an industry-recognized association, or an occupational association or professional society. Credentials are awarded in recognition of an individual’s attainment of measurable technical or occupational skills necessary to obtain employment or to advance within an occupation. These technical or occupational skills are generally based on standards developed or endorsed by employers. (U. S. Department of Labor/Employment and Training Administration Advisory System: Training and Employment Guidance Letter No. 15-10, December 15, 2010)