A study using the static-group research design was performed comparing the raw standardized Stanford 9 high stakes test scores of career and technical education (CTE) students with those of other students while controlling for extraneous variables such as learning styles, special populations, gender, race, and ethnicity. Two thousand high school students in three Arizona school districts (urban, suburban, and rural) were in the study. The Stanford 9 test instruments used were developed for the Arizona Department of Education and are given to all Arizona students. The "Learning Styles" assessment was given to the students participating in the study. Test scores on the Stanford 9 were analyzed using the Statistical Package for the Social Sciences (SPSS 10.0) using frequencies, means, standard deviations, correlations, and regression. Students receiving Individualized Vocational Education Plans had higher Stanford 9 tests than those eligible but not receiving them. Students with CTE concentrations were not significantly associated with higher or lower test scores. The researchers concluded that CTE students will always do worse on raw score comparisons, but when extraneous variables are controlled for, there is no difference between CTE and other students. Consequently, they concluded, raw score comparisons are inappropriate because the groups are different. (Contains 14 references and an extensive glossary) (SLR)