The State of Texas makes provision for students to be enrolled in career and technical education (CTE) courses including dual credit courses that would prepare them for occupations identified by local businesses to be in high demand. Knowledge of labor market projections is essential in the design of CTE programs of study (Houston ISD, 2018). CTE courses are offered either as a coherent or non-coherent sequence of courses. The Houston Independent School District (HISD) offers CTE courses in 16 career clusters in related work-based learning, education, and training through written agreements with business and industry training partners, and practicums from which career pathways can be developed. Career pathways are coherent, articulated sequences of rigorous academic CTE courses that commence in the ninth grade and lead to an associate degree, baccalaureate degree and beyond, industry-recognized certification, and/or licensure as defined by the Office of Vocational and Adult Education in 1999 (Houston ISD, 2018). Participation in these career pathways provides opportunities that lead to career and college readiness. The purpose of this study was to determine the performance of CTE students enrolled in a coherent sequence of CTE courses. The study was guided by four questions and used descriptive statistics based on students' results on the 2019 State of Texas Assessments of Academic Readiness (STAAR) End-ofCourse (EOC) exams. Students' graduation, dropout, and certification data were also analyzed as well as the demographic and educational attributes of students enrolled in CTE.