Transformative legislative changes in Texas—namely, House Bill 3 (HB3) and House Bill 8 (HB8)—have introduced both exciting opportunities and real challenges for rural school districts. These bills aim to transform how education systems align with workforce needs, creating incentives for outcomes-driven success. For rural communities, navigating these changes requires thoughtful planning, strong partnerships, and increased capacity.
Understanding HB3 and HB8 in Rural Contexts
HB3 introduced College, Career, and Military Readiness (CCMR) Outcome Bonuses that reward school districts for preparing students to succeed after high school, whether through college enrollment, earning industry-recognized credentials, or military enlistment. Many rural districts are using these funds to build meaningful post-12th-grade pathways, including Year 13/14 coaching and the expansion of workforce-aligned programs.
HB8 transformed how Texas funds community colleges, shifting from enrollment-based formulas to an outcomes-based system that rewards credentials of value in high-demand fields. This model creates a significant opportunity for rural regions, where partnerships between K–12 schools, colleges, and employers can lead to strong postsecondary outcomes.
Registered Apprenticeship Programs (RAPs) represent one of the most impactful ways rural communities can meet the goals of both HB3 and HB8. CEN sponsors RAPs in teaching, nursing, and trades as a strategy to help students earn industry-recognized credentials, transition into meaningful careers, and strengthen local economies.
Through RAPs, rural learners gain access to high-demand training opportunities in pre-apprenticeships while districts earn CCMR bonuses under HB3. At the same time, community college partners benefit from outcomes-based HB8 funding tied to completions in high-value fields.
In this way, RAPs help rural regions turn legislative goals into real, measurable outcomes for students, schools, and local employers alike.
The Capacity Gap in Rural Districts
While HB3 and HB8 offer a framework for progress, rural districts face key barriers in turning these policies into practice:
- Limited internal capacity, including, lack of grant writers, regional CTE alignment challenges, to design K–12 and postsecondary programs that align with the new funding models
- Lack of infrastructure or awareness around new initiatives like P-TECH (Pathways in Technology Early College High Schools) and R-PEP (Rural Pathway Excellence Partnerships)
- Geographic and logistical challenges in coordinating across sectors, especially in sparsely populated regions where access to higher education or industry partners is limited
CEN’s Response: Systems Alignment for Rural Success
To address these challenges, Collegiate Edu-Nation (CEN) has developed a comprehensive systems alignment strategy designed to support rural leaders and unlock the full potential of HB3 and HB8. This includes:
- Employing Edu-REACH Coaches to support implementation of P-TECH and RAP models across rural campuses, with tremendous support from ECMC, Trellis, Greater Texas Foundation. Edu-REACH coaches are helping connect policy to practice—not just implementing, but translating systems-level changes into real student support.
- Helping districts access and optimize HB3/HB8 funding through technical assistance, planning support, and data coaching
- Building cross-sector leadership capacity to manage workforce partnerships, student services, and data systems effectively
The Power of R-PEP and Rural Collaboration
One of the most promising models to emerge under these reforms is the Rural Pathway Excellence Partnership (R-PEP). This model enables rural school districts to collaborate in offering shared postsecondary pathways that would be difficult to launch alone.
CEN is exploring R-PEP partnerships with rural districts such as Cumby ISD in collaboration with Texas Tech University to pilot shared postsecondary pathways. This model increases access, strengthens alignment with local workforce needs, and best utilizes limited resources.
Looking Ahead
As HB3 and HB8 continue to guide the way Texas funds and measures postsecondary readiness, rural communities are shifting from initial implementation to strategic scaling. These policies have laid the foundation—but the next chapter depends on how effectively rural regions align their systems, partnerships, and talent pipelines to maximize impact.
At the same time, emerging legislation like House Bill 2 (HB2) and House Bill 120 (HB120) brings new momentum. HB2 aims to expand equitable access to dual credit and dual enrollment, a core component of CEN’s P-TECH 13/14 model and Edu-REACH coaching strategy. HB120 supports the development of regional career and technical education centers, providing the policy and funding infrastructure needed to scale EPIC adult learning industry hubs and multi-district collaboration models like R-PEP.
Together, these legislative frameworks offer rural Texas a rare opportunity: to build cohesive pathways from high school to high-wage careers, rooted in local partnerships and designed for real outcomes. CEN remains committed to supporting rural leaders through this transition—offering the capacity, tools, and coaching needed to turn policy into place-based transformation.
