Even though children in the U.S. have the right to receive a quality education, concerns about disparities in school funding, facilities, and resources between rural counties within a state have emerged. This zip-code effect causes some students to be predestined to receive a poor foundational education depending on their home address, particularly in rural settings. Because high school science and mathematics (Science, Technology, Engineering, and Mathematics, STEM) classes require lab space, materials, equipment, and specialized teachers, disparities in school funding can impact rural and poor students who want STEM careers. The purpose of this exploratory study was to analyze state and institutional data to identify disparities associated with STEM persistence at a rural university in Eastern Kentucky.