Our nation needs a baseline understanding of the current landscape of high school skilled trades education--and a road map of what could or should happen next--to build on the promise that trades education offers to meet both individual and societal needs. To understand the state of skilled trades education in America's high schools, Jobs for the Future (JFF) undertook a 50-state investigation, pursuing both quantitative and qualitative sources of information. Researchers reached out to career and technical education (CTE) directors in each state and the District of Columbia for phone interviews. In addition, they conducted 27 interviews with experts from trades- and CTE-related organizations and local programs to provide additional insights. In total, data was received from 38 states. Key findings include: (1) Trades education operates in a data desert with a few oases; (2) High school skilled trades education offers students high-value opportunities; (3) Despite these opportunities, trades education practitioners report negative perceptions among students, families, and counselors; (4) Most of the skilled trades education data that states collect are not used to improve programming or ensure that programs meet labor market needs; (5) To the degree the data reveal trends, they show a misalignment between student participation and labor market demand for skilled trades workers; (6) Trades education faces looming teacher shortages and significant funding constraints; and (7) These challenges stand in stark contrast to the exciting developments and renewed interest in CTE overall, as well as the innovations in skilled trades education that show how powerful these approaches can be. [This report was written with Pieta Blakely and Raymond Barbosa. The Smidt Foundation and its flagship program, Harbor Freight Tools for Schools, helped make this research possible.]