The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) places a strong emphasis on the alignment of Career Technical Education (CTE) programs of study with state, regional and local economies. Specifically, the legislation requires Perkins-funded programs to prepare students for "high-skill, high-wage, or in-demand occupations." While these terms were present in the previous law and increasingly have been part of state efforts to develop and prioritize CTE pathways, Perkins V puts a much firmer stake in the ground around the importance of labor market alignment. The stronger focus on labor market alignment compels state CTE leaders to ensure that all program offerings are relevant to today's economy and that learners will participate in CTE programs with data-driven and validated labor market value. Not only does this requirement support a focus on the quality of programs, but it also provides an opening for collaboration across all state systems -- K-12, postsecondary and workforce development -- to establish a common understanding and use of labor market information (LMI), which can promote cross-sector alignment. This brief describes some approaches that states are taking to partner across agencies to access and review LMI; develop definitions for "high skill," "high wage" and "in demand;" and align CTE programs and programs of study to those criteria.