Jubilee Leadership Academy earned a State accountability rating of D (60-69) based on three domains: student achievement, school progress and closing the gaps. Scores are scaled from 0 to 100 to align with letter grades. The school scored 60 in student achievement, 66 in school progress and 70 in closing performance gaps. It scored 67 overall in post-secondary readiness, a broad term that refers to student preparedness to undertake multiple pathways after graduation, or specifically, their preparedness for college education.

On the other hand, Jubilee San Antonio earned a State accountability rating of B. The school posted 81 in student achievement, 84 in school progress, 90 in closing performance gaps and 86 overall in post-secondary readiness.

A distinction designation acknowledges districts and campuses for outstanding achievement based on the outcomes of several performance indicators. Distinction designations are awarded for achievement in several areas and are based on performance relative to a group of campuses of similar type, size, grade span, and student demographics.

Jubilee San Antonio's one out of seven distinction is in with 25% student progress. Jubilee Leadership Academy has no distinction.

Based on Racial/Ethnic Groups, the dominant group in Jubilee Leadership Academy is Hispanics who make up nearly 96.88% of student population, followed by Whites or Caucasians (2.57%), Native Americans (0.37%) and Asians (0.18%). There is no African Americans and Two or More Racesstudents in the school.

At Jubilee San Antonio, Hispanics make up 87.24% of student population, followed by African Americans (6.03%), Whites or Caucasians (4.65%), Asians (0.99%), Two or More Races (0.79%) and Native Americans (0.30%).

Based on household incomes, the Jubilee Leadership Academy’s economically disadvantaged students is lower at 87.34% compared to 88.43% at Jubilee San Antonio.

In terms of Limited English Proficiency (LEP), a term used in the United States that refers to a person who is not fluent in the English Language, mainly because it is not their native language, Jubilee Leadership Academy has a significantly higher number of English Language Learners comprising 55.05% of its student population compared to 19.09% at Jubilee San Antonio.

In addition, Jubilee Leadership Academy has 53.58% bilingual students, 2.75% are in the gifted and talented program, while 8.81% are in the special education program. This stacks up against Jubilee San Antonio with 17.01% bilingual students, 5.74% gifted and talented students and 11.67% students in the special education program.

33 teachers employed at Jubilee Leadership Academy have been teaching in the school for an average of about 2.4 years with individual teaching experience averaging 2.9 years. The 64 teachers at Jubilee San Antonio have been serving the school for an average of 2.3 years with individual teaching experience averaging 2.7 years.

Of its teaching staff, Jubilee Leadership Academy no teacher serving the school for over 30 years, no teacher serving the school for 20-30 years, one teacher only has worked for 11-20 years, three teachers have worked for 6-10 years, while 28 teachers have been serving the school for over 1-5 years, including two beginning teachers. Jubilee San Antonio no teacher serving the school for over 30 years, no teacher serving the school for 20-30 years, four teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while 45 teachers have been serving the school for over 1-5 years, including ten beginning teachers.

In both schools, female teachers outnumber the male teachers. At Jubilee Leadership Academy there are 27 female teachers and five male teachers. Of its teaching staff, two teachers are in special education without any assistance. In addition to its teaching staff, the school has zero staff members in the school administration department and nine more working as school support staff.

At Jubilee San Antonio there are 45 female teachers and 18 male teachers. Of its teaching staff, two teachers are in special education without any assistance. In addition to its teaching staff, the school has one staff members in the school administration department and 11 more working as school support staff.