The Texas economic landscape is currently defined by a striking contradiction: the state is adding jobs faster than almost anywhere else in the nation, yet it faces a persistent challenge in ensuring its own people are prepared to fill them.
As Texas approaches its 2036 bicentennial, the mission is no longer just about growth, but about “reigniting the American dream” through a workforce that is skilled, purposeful, and financially independent.
In the latest episode of the Future of Texas podcast series, Roy Spence—co-founder of the advertising giant GSD&M and the Make It Movement—joined Renzo Soto, Deputy Director of Education for Texas 2036, to discuss the “future of work in Texas: skills, mobility, and opportunity”. Their conversation reveals a state at a critical juncture, where data-driven policy must meet high-impact marketing to bridge the gap between a “massive supply of careers and no demand”.
Texas currently educates 5.5 million children in its K-12 system, a “gargantuan task” that serves as the foundation for the state’s economic future. While the state’s economic development is robust, Renzo Soto highlights a statistical trend that defines the current “implementation puzzle”: the 90 60 30 Rule.
Currently, 90% of Texas high school seniors graduate, and 60% of those graduates go on to enroll in postsecondary education. However, only 30% of those students actually earn a postsecondary credential within six years of high school graduation. This gap is particularly acute because more than 60% of jobs in the modern Texas economy now require some form of postsecondary training or credentials.
“We know what we’re doing really well for our students,” Soto explains, noting that the state is “orienting around how can we drive success earlier and earlier on into students’ lives”. By focusing on what is already working—high school graduation rates—Texas is attempting to scale career readiness before students even receive their diplomas.
For Roy Spence, the challenge isn’t just logistical; it’s a “marketing problem”. He argues that Texas must change the “language of leadership” when talking to young people about their futures.
“Don’t talk about alternatives to kids,” Spence insists. “That means if I don’t go to college, the alternative? No. You become what you want to become. Go your own way”. He advocates for ditching the term “trades” in favor of “skilled professionals” who are “making great money” while “making a difference”.
Spence points to the importance of finding “purpose,” citing Aristotle’s wisdom: “Where your talents… and the needs of the world intersect, therein lies your purpose”. He highlights success stories like Dylan, who earned a welding certificate at 19 while still in high school through the Rural School Innovation Zone. By the time Dylan was 20, he was earning $80,000 to $90,000 a year. “It’s not just the money,” Spence says. “They found the purpose”.
A central pillar of the Texas strategy is “dual readiness”—the idea that a student can be ready for both a career and college straight out of high school. The data supporting this approach is “stunning”.
According to research from Texas Tech University, students who earn 15 semester credit hours of dual credit in high school—including core math or English—are 61% more likely to earn a postsecondary credential after graduation than those who do not. Furthermore, students earning postsecondary credentials in high school earn significantly more than their peers six years after graduation, with some earning up to $8,000 more annually.
Despite these clear benefits, Spence notes a major awareness gap: “3% of the people in Texas know what [dual credit] is”. This is why he advocates for a statewide “Make It in Texas” campaign, modeled after the legendary “Don’t Mess with Texas” initiative, to change perceptions and, ultimately, behavior.
As technology moves at a “faster clip than education and even industry,” the role of artificial intelligence looms large over the discussion. Rather than viewing AI as a job destroyer, Soto frames it as a disruption that requires “agile and flexible” systems.
“AI is just another one of those things that we need to create systems that are agile… and responsive to these types of disruptions,” Soto says. He emphasizes that while technical AI training often happens within companies, schools must provide the “basic knowledge and skills”—math, reading, and AI literacy—so that workers can “check the AI’s work” rather than being replaced by it.
Spence adds that for skilled professionals like builders and plumbers, AI will simply become “the toolkit” of the future. The goal is to ensure Texans are the ones filling these tech-enabled roles, rather than relying on migrants to bolster attainment numbers.
To drive these reforms, Texas must move beyond being merely “data rich” to being “data smart”. Soto points to several “connectors” currently missing in state systems. For instance, current data might classify a certified pharmacy technician working at H-E-B simply as a “retail worker,” obscuring the actual value of their credential.
“We need data quicker, we need it faster, and we need it to be richer in order for us to make a real decision,” Soto argues. Improving this “enrichment of data” will allow the state to calculate the true return on investment for various degrees and certificates, helping students and policymakers see what actually translates into a job in their chosen field.
As Texas looks toward 2036, the vision is one of community and shared identity. Success will be measured by “how many more people are making it in Texas than they were five years ago”.
Renzo Soto sees success as a “robust education-to-workforce pipeline” where students find joy and purpose early in life. He cites the example of a young woman in a rural district already teaching elementary students and conducting her own AI surveys: “She’s found joy in the things that she is doing at an early stage”.
Roy Spence concludes with the classic Texas attitude: “When we’re at our best at Texas, we do not predict the future. We create it”. By respecting the “dignity of all work” and mobilizing parents and students around a “higher calling” of financial independence, Texas aims to lead the nation in “reigniting the American dream”.
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