State legislation serves as a guide and critical influence on the evaluation and identification of students with dyslexia across the United States. The state of Texas has numerous laws and regulations concerning dyslexia, guided by the Texas Administrative Code, Texas Education Code, Texas Occupations Code, and the Texas Education Agency’s dyslexia handbook (National Center on Improving Literacy [NCIL], 2021). This article is an analysis of publicly available statewide data to assess the impact federal and state legislative policies have had on the prevalence rate of students with dyslexia in 839 urban and rural school districts in Texas. 839 school districts from the 2016-2017 to 2022-2023 school years were extracted from the Texas Education Agency’s Public Education Information Management System. Researchers focused on the Office of Special Education Programs (OSEP) Corrective Action to the TEA (OSEP, 2018), the TEA state dyslexia handbook revisions (TEA, 2021), and the unique prevalence of rural school districts in Texas (Simmons, Shin & Sharp, 2021). Analysis focused on implications for dyslexia evaluation and identification practices for school districts and evaluators within the state.