Essay House Bill 5 Expands Postsecondary Pathways for Rural Texas Students
Jacob Kirksey, Kristin Mansell, Teresa Lansford, Angela Crevar
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In 2013, Texas lawmakers took a large step toward expanding postsecondary access for the state’s high schoolers with the passage House Bill 5 (HB5), which replaced traditional curriculums with new opportunities for students to customize their coursework to fit their career aspirations. Under HB5, Texas schools have implemented the Foundation High School Program (FHSP), replacing the traditional curriculum centered primarily on math, English, science, and social studies and offering expanded career and technical education (CTE) courses, dual enrollment opportunities, and industry-based credentials to increase access to postsecondary education. But rural school districts have had implementation challenges, as these areas often lack advanced coursework, have fewer resources for CTE courses, and have reduced opportunities for dual credit or industry-based credentials compared with urban school districts.

With these disparities, it’s important to understand how the implementation of HB5 has influenced postsecondary enrollment and degree completion patterns for rural high school students. If rural students, particularly those who are economically disadvantaged, have not been able to take advantage of the more flexible career pathways HB5 sought to offer, then students’ potential earning capacity could be diminished and existing disparities could be exacerbated.

Key Takeaways

Using statewide data from the University of Houston Education Research Center, the findings show the following:

  • The implementation of the FHSP has significantly increased the number of industry certificates and associate’s degrees earned during high school for rural students. The share of students earning associate’s degrees and certificates from two-year colleges while in high school has steadily increased.
  • Though the data for both economically disadvantaged and nondisadvantaged rural students show an increase in the number of certificates and associate’s degrees earned in high school and the number of students receiving associate’s degrees at two-year institutions, the nondisadvantaged students experienced a disproportionate rise in associate’s degrees earned after high school graduation.
  • Male rural students earned a greater share of postsecondary certificates (56 percent) but earned a lower share of associate’s degrees (35 percent) compared with female rural students.
  • Hispanic rural students earned a greater share of credentials across all categories, particularly in earning certificates (56 percent) and associate’s degrees (59 percent) in high school, as well as postsecondary certificates (42 percent).
  • When examining the earnings of students by the highest degree earned three years after high school graduation, both economically disadvantaged and nondisadvantaged rural students with associate’s degrees or certificates from two-year colleges have the most significant salary gains. For economically disadvantaged students and nondisadvantaged students, earning a certificate in high school leads to similar wage increases.

Implications

The data suggest that the implementation of HB5 and the introduction of the FHSP appear to have had a positive effect on postsecondary attainment for rural students in Texas. Many students earned associate’s degrees while in high school and, for economically disadvantaged and nondisadvantaged students, the rise in associate’s degree completion and certificate obtainment after HB5 shows that the FHSP’s flexibility in providing options like CTE pathways and dual credit opportunities are aligned with improved postsecondary outcomes.

Despite these gains, the overall gap in attainment between economically disadvantaged students and nondisadvantaged students remains. And salary trends show a more nuanced picture about the long-term benefits of these credentials. Although economically disadvantaged students achieve early-career wage parity with peers, they still earn significantly less than nondisadvantaged students overall, which raises important questions about which factors beyond education, such as occupational segregation and crowding, can contribute to these wage differences.

For Texas policymakers to ensure all rural students have equitable access to postsecondary opportunities, one possible approach is through strengthening local industry–education partnerships by expanding school-based resources and continuing to align high school certificate and degree programs with local labor market needs. This could include expanding access to workforce development initiatives, such as apprenticeships and internships. Further, an expansion of career counseling and mentorship programs could provide guidance to students, helping them navigate credentials and career pathways that lead to sustainable, higher-paying employment opportunities. Through addressing these key areas, Texas could help translate new educational opportunities into long-term economic mobility for all students, narrowing existing gaps and promoting equitable outcomes across the state.

Additional Resources
Research and Evidence Work, Education, and Labor
Expertise Higher Education
Tags Higher education