This report is the second in a series that presents evidence about the conditions under which Career and Technical Education (CTE) may be most and least effective and for whom. It focuses on a different set of schools: Comprehensive high schools in New York City (NYC) that offer CTE alongside other educational options. Like the CTE-Dedicated high schools, these Comprehensive high schools serve a large and diverse group of students. Between 2013 and 2016, for example, more than 80,000 8th grade students applied and were assigned to programs offering CTE in these schools through the City's High School Application Processing System (HSAPS). There are several important differences between the CTE-Dedicated and Comprehensive high school contexts that make this report and its findings distinctive. First, when students apply to Comprehensive high schools, they have the option of choosing programs that offer CTE as well as programs that do not. By contrast, when students apply to CTE-Dedicated high schools, every available option in that school offers a CTE Program of Study. In an effort to capture as much student engagement in CTE as possible, this report focuses only on students who chose CTE programs in Comprehensive high schools. Like those in CTE-Dedicated high schools, CTE programs in Comprehensive high schools must offer the full range of CTE courses, work-based learning opportunities, certified teachers, and dual enrollment opportunities required by the state.