With growing public recognition that too many students in the United States fail to complete high school and that those who do graduate often are inadequately prepared for success in postsecondary education and the workforce, policymakers and education leaders are turning their attention afresh to the American high school. There has been relatively little discussion about the role of Career and Technical schools in preparing students to enter higher education and the workforce. More than 90 percent of the approximately 18,000 public high schools in the United States offer some type of career and technical education course. However, for approximately 900 high schools known as "career and technical high schools" (CTE schools), workforce preparation is the central and primary mission. A result of the lack of research focus to CTE schools (as opposed to just CTE courses taken at any type of school) is that there has been no gathering of evidence on the effects of CTE schools on a variety of student outcomes, including academic achievement, labor market outcomes, and postsecondary enrollment. This report addresses basic questions about academic outcomes associated with CTE schools. This report presents findings from a case study of five CTE schools in the School District of Philadelphia. Three cohorts of students -- the Classes of 2003, 2004, and 2005 -- are the focus of this report. Students in these cohorts were admitted to the CTE schools through a lottery that admitted students through random selection, taking into account student race/ethnicity in order to achieve court-ordered racial balance in the schools. This study takes advantage of this so-called "natural experiment" by comparing outcomes for applicants who were admitted with those for students who did not receive an acceptance. Two types of estimates are created for each outcome: (1) an "Intent-to-Treat estimate," which compares outcomes for students who were accepted to CTE schools to outcomes for students who were not accepted; and (2) a "Dosage estimate," which compares students who attended a CTE school to students who did not attend. A descriptive analysis of mean outcomes by cohort and CTE school indicates that while the magnitude of the differences between treatment and control students varies from school to school, the impacts are not being driven by a single CTE school or subset of schools.