States are increasingly adopting changes to K-12 funding systems in order to promote and encourage student engagement in secondary-level career and technical education (CTE). Two of the most prevalent reforms include: a) establishing tiered weights for CTE in school funding formulas based on the connection between a program of study and workforce needs and b) incentive grant programs that provide funds based on student attainment of industry-recognized credentials. However, it is unclear whether and how these changes induce higher levels of meaningful and useful CTE engagement. This study evaluates the impact of these policy changes on state funding for CTE and high school level CTE enrollment.