Sixth in a series on the Texas Triangles.
Drawing lines from Dallas to San Antonio to Houston forms the Megaregion Triangle while connecting Amarillo to San Angelo to El Paso creates the Food, Fuel and Fiber Triangle. The two Texas Triangles are very different.
The impact of educational attainment on food, fuel and fiber production is complex and multifaceted. There is a demand for a knowledge and science-driven workforce in production agricultural communities and the hydrocarbon industries. Policies affecting educational investment in rural areas play a critical role. Investments in education infrastructure, scholarships, financial assistance and promoting excellence in primary and secondary education and postsecondary educational outcomes related to regional needs are central to rural life, industries and the Texas economy. Agriculture alone contributed almost ten percent to state GDP in 2021, according to Texas AgriLife Extension. The Texas Comptroller reported that oil and gas production accounted for over 8% of the state’s GDP in 2022.
Food, fuel and fiber production are crucial for economic sustenance; they also challenge educational attainment in regions where these industries dominate. Balancing economic development with educational investment is key to improving educational outcomes in rural Texas, particularly in West Texas.
High school graduation rates in Texas are higher in rural communities than in urban areas. Rural districts boast some of the highest on-time graduation rates in the state with very low dropout rates. For the Class of 2022, Texas rural school districts had a four-year dropout rate of only 1.7%, far lower than the 10.3% dropout rate in central urban districts, according to the Texas Education Agency. Education Week reports that well over 90% of rural students graduate on time compared to roughly 85% of their urban peers. National data echoes this pattern: 2019–2020, rural schools averaged an 89.8% graduation rate, outpacing urban schools.
Several factors contribute to strong high school completion rates in rural Texas. Rural communities often have smaller schools and classes where students receive more personal attention, which fosters higher engagement. Rural districts spend nearly $3,000 more per student, while urban schools operate under an economy of scale where funding can be allocated to improve resources and facilities. Despite this disparity, urban districts, especially large inner-city systems, face higher dropout risks due to concentrated poverty, large class size and other factors. For instance, according to TEA, in 2022, major urban districts in Texas had dropout rates about six times higher than rural districts. Overall, rural Texas has achieved commendably high secondary school graduation levels, whereas urban districts continue efforts to close the gap.
On the other hand, despite elevated high-school graduation rates, rural Texans enroll in and complete college degrees at lower rates than urban Texans. Research published by The Greater Texas Federation consistently reveals a college-going gap. Nationally, about 64% of rural high school graduates pursue postsecondary education shortly after graduation, compared to nearly 70% of urban graduates. Rural Texas students have lower college matriculation rates and lower odds of completing a bachelor’s degree than their urban counterparts, according to the Education Research Center at the University of Texas.
The disparity becomes even more pronounced in college completion. While many urban high school graduates eventually earn a college degree, rural students often do not. Recent data indicates that only 28% of rural Texas high school graduates ultimately attain a college degree compared to 41% of urban high school graduates, according to The Working Nation. In other words, less than one-third of rural Texans who finish high school have a bachelor’s or associate degree versus roughly two-fifths of urban high school alumni. This gap in postsecondary educational attainment can have long-term economic implications, contributing to what some call a “rural brain drain” where college-educated youth leave rural communities.
Challenges in college matriculation for students in the Food, Fuel and Fiber Triangle are many. In West Texas, the nearest university is about 39 miles away on average (up to 141 miles for some), whereas in the urban Megaregion Triangle, the nearest university is about 24 miles away. Many rural high schools have limited advanced courses (advanced placement and dual credit) and fewer specialized college-prep resources. Rural high school graduates may choose immediate employment, military service or staying at home to support the family rather than enrolling in college, especially if local economic opportunities (e.g., agriculture, energy jobs) do not require a degree.
According to the Education Research Center at UT, the West Texas Triangle still trails urban Texas in postsecondary enrollment, especially in college completion rates. Rural schools tend to have smaller class sizes and lower student-teacher ratios, which can be an advantage for individualized instruction. A 2004 report by Lorna Jimerson, Ed.D., shows the average student-teacher ratio in rural Texas is 14:1, significantly lower than the 20:1 ratio in urban Texas schools. Rural students get more personal attention from teachers. Urban classrooms, especially in big districts, are often more crowded (ratios of 16–22:1 are common), though urban schools also employ more specialized staff. Even more challenging for rural districts is the difficulty staffing advanced STEM and foreign language classes, leading to “out-of-field” teaching (teachers instructing subjects outside their expertise) and fewer rigorous courses. College readiness and the breadth of skills rural students are exposed to exacerbate rural challenges.
There is also a “digital divide” which persists. Urban schools more commonly have robust internet connectivity and 1-to1 device programs, whereas rural schools often struggle with limited broadband. Many rural campuses lack high-speed internet infrastructure. Even if schools are wired, students may not have reliable internet at home.
There are interesting exceptions in these counties of the two triangles. Glasscock (Garden City, TX) has 40% of its population with a bachelor’s or higher degree (highest in Texas) with a population of only 1,116 people. Likewise, Loving Country (Mentone, TX) has the highest associate degree level of 54% but a population of only 64 people. In contrast, densely populated Travis County (Austin, TX) is the most employed population (71%), has the most people with a bachelor’s or higher degree (59%) and the lowest number of people with some college but no degree (15%).
Educational attainment in both triangles has challenges. Integrating more STEM studies in rural regions could generate the technical and advanced workforce required to support and grow the essential industries in Texas related to food, fuel and fiber. WT is committed to meeting the educational challenges of rural West Texas.
Walter V. Wendler is the President of West Texas A&M University. His weekly columns, with hyperlinks, are available at https://walterwendler.com/.
