This study from the Career & Technical Education Policy Exchange at Georgia State University focuses on differences in Career, Technical, and Agricultural Education (CTAE) credit accumulation and the specific courses students take by race, economic status, and gender characteristics. Meaningful differences were found in CTAE participation by students' race and ethnicity and by economic status. Overall, the study found that differences in race or economic status are modest and largely explained by differences in course-taking across schools, which contrasts with the analysis by gender.