As Career and Technical Education (CTE) receives increasing attention from policymakers and research, there is a growing need to identify and define the variations in CTE programming. This study fills a needed gap in the growing research base by examining heterogeneity within the wide range of programs falling under the broader CTE umbrella, and highlights the need for greater nuance in research and policy conversations that often consider CTE as monolithic. By examining multiple possible outcomes, including earnings, postsecondary education, and poverty avoidance, the authors find substantial differences in outcomes for students in fields as diverse as healthcare, IT, and construction. The study findings also highlight heterogeneity for student populations historically overrepresented in CTE, such as Latinx students, and indicate large differences in outcomes for CTE students, particularly by gender. This working paper was co-authored by the CTE Research Network's co-principal investigator, Shaun Dougherty.

The final paper is available in Educational Evaluation and Policy Analysis, which requires a subscription or one-time fee to view.