Schools no longer have a choice between providing students with either college or career readiness; they are now accountable for guiding students through the achievement of both (Malin, Bragg, & Hackmann, 2017). This requirement includes those who participate in a career and technical education (CTE) sequence of courses, defined as a program of two or more courses for three or more credits that develops occupational knowledge, skills, and competencies within a specific field (Castellano, Richardson, Sundell, & Stone, 2017). CTE courses have historically been seen as less rigorous than core academic courses and noncontributing to preparing students for postsecondary education (Giani, 2019). In this study, the researcher compared the Scholastic Assessment Test (SAT) scores of identified CTE coherent sequence concentrators to their non-concentrator peers to determine if a difference existed. Archival data of 2,162 graduates from the 2016-2017, 2017-2018, and 2018-2019 school years, from a north Texas suburban school district of over 20,000 students were used to provide a large enough sample size and adequate longitudinal data. Proper approval techniques were utilized with district personnel for use of the data that is stored on a district-maintained information management system. A quantitative causal-comparative design, also referred to as ex post facto, was chosen for this study as it involved two or more groups, utilized an independent variable, and the dependent variable had already occurred (Schenker & Rumrill, 2004). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]