The state of Pennsylvania, like many organizations interested in performance improvement, routinely engages in professional development activities. Educators in this hands-on activity engaged in setting meaningful criterion-referenced cut scores for career and technical education assessments using two methods. The main purposes of this study were to (a) assess if training differences had a differential impact on standard setting of the cut scores, (b) determine if there is a significant difference in cut scores between two groups of educators, and (c) examine how cut scores established by this analytical method might differ from holistic impressions cut scores. The results showed general agreement among the career and technical education judges on the cut scores established. These judgments were not influenced by the characteristics of career and technical education students. However, the judges' analytical cut scores were significantly lower than their corresponding holistic impressions cut scores. (Contains 3 tables.)