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Best practices in defining the term “rural” has been debated across education literature. This study considers the importance of accurately defining rurality within the context of the Texas, where three possible classifications are readily available to researchers. Differences between the definitions are explored through an evaluation the Foundation High School Program (FHSP) established by Texas House Bill 5 in 2013. Early studies showed that rural districts faced challenges implementing FHSP. This examination of FHSP shows that depending on the classification system used to define rural, the narrative around outcomes has changed over time as evidenced by differences in endorsement pathway offerings, STEM course-taking while in high school, enrollment in four-year institutions, and obtaining a high-demand workforce degree after college.