In Delaware, Career and Technical Education (CTE) prepares students for life beyond high school by providing practical labor skills, workforce credentials, and early post secondary credits. Some CTE students graduate with the distinction as a concentrator, meaning they complete required coursework in a specific career pathway, such as engineering & technology, health informatics, or marketing. While graduating as a concentrator benefits students in terms of job placement and wages after high school, identification of students as concentrators varies across the country. Partnership for Public Education partnered with the Delaware Department of Education (DDOE) to understand the state's identification strategies and to see if inequities in identification exist that could prohibit students from accessing the benefits of concentrating. The study highlighted in this brief explores inequities in the state's CTE identification strategies that could potentially prohibit students from benefiting from CTE, and proposes strategies for improving equity in CTE. Modest mismeasurement in concentration status, as well as some inequities in which student subgroups become a concentrator was found. In this policy brief, the authors share details on findings and strategies for improving equity in CTE.