Brennan High School earned a State accountability rating of C (70-79) 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 80 in student achievement, 77 in school progress and 78 in closing performance gaps. It scored 79 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, Brandeis High School earned a State accountability rating of B. The school posted 82 in student achievement, 82 in school progress, 92 in closing performance gaps and 85 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.

It is in this area where the two schools differ. Except for Science, Brennan High School earned one out of seven distinctions. Brandeis High School's two out of seven distinctions are in Science and with 25% student progress.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Brennan High School. They make up for 62.80% of student population, followed by Whites or Caucasians (15.18%), African Americans (13.73%), Two or More Races (5.16%), Asians (2.83%) and Native Americans (0.03%).

At Brandeis High School, Hispanics are the biggest group, comprising 55.42% of student population, followed by Whites or Caucasians (24.59%), Asians (9.86%), African Americans (5.69%), Two or More Races (3.88%) and Native Americans (0.38%).

Based on household incomes, Brennan High School’s economically disadvantaged students is slightly higher at 33.63% compared to 26.13% at Brandeis High School.

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, Brennan High School has 139 English Language Learners or ELLS or about 4.69% of student population. Brandeis High School has significantly more ELLs at 227 or about 8.55% of student population.

In addition, Brennan High School has 3.44% bilingual students, 6.85% are in the gifted and talented program, while 11.16% are in the special education program. This stacks up against Brandeis High School with 7.91% bilingual students, 11.60% gifted and talented students and 10.47% students in the special education program.

Brennan High School's 174 teachers have been working at the campus for an average of 7.2 years with individual teaching experience averaging nearly 11.1 years. Brandeis High School's 156 teachers have been working at the campus for an average of 8.5 years with individual teaching experience averaging close to 12.8 years.

Of its teaching staff, Brennan High School has five teachers serving the school for over 30 years, has 18 teachers serving the school for 20-30 years, 58 teachers have worked for 11-20 years, 45 teachers have worked for 6-10 years, while 39 teachers have been serving the school for over 1-5 years, including ten beginning teachers. Brandeis High School has one teacher only serving the school for over 30 years, has 21 teachers serving the school for 20-30 years, 70 teachers have worked for 11-20 years, 35 teachers have worked for 6-10 years, while 25 teachers have been serving the school for over 1-5 years, including four beginning teachers.

In both schools, female teachers outnumber the male teachers. Brennan High School employs 96 female teachers and 77 male teachers. Of its teaching staff, 22 teachers are in special education without any assistance. The school also employs four staff members in the school administration department and 16 more working as school support staff.

On the other hand, Brandeis High School employs 99 female teachers and 57 male teachers. Of its teaching staff, 21 teachers are in special education without any assistance. The school also employs six staff members in the school administration department and 16 more working as school support staff.