School-based agricultural education (SBAE) offers copious opportunities through the classroom and career development events (CDEs), among other contexts, to prepare students with knowledge and skills related to agriculture, food, and natural resources (AFNR) careers and life. However, lack of empirical data evaluating student outcomes associated with varied curriculum and CDE connections forces AFNR educators to make preparation decisions without knowledge of the potential impact on student learning and performance. The current study sought to address the identified problem in a specific Michigan SBAE context by determining the relationship between Michigan AFNR educators' environment and natural resources curriculum and the Michigan FFA Environmental Skills CDE and associated student outcomes. Quantitative survey methodology was utilized to collect and analyze data from the target population, all Michigan AFNR educators during the 2017-2018 school year. Findings identify a small, positive correlation between the Environmental Skills CDE and curriculum spectrum (CDECS) alignment and student outcomes of rank in the CDE and performance on high-order educational objective components. Additionally, AFNR educator characteristics which influence the Environmental Skills CDECS alignment were identified. Findings support Bronfenbrenner's (1979b; 2005) ecological systems theory, the framework for the current study. Recommendations are provided for Michigan AFNR educators, teacher educators, CDE coordinators, and researchers to improve student learning through CDE and curriculum connections.
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