Garland High School performed excellent to earn a State accountability rating of A (90-100) 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 85 in student achievement, 89 in school progress and 93 in closing performance gaps. It scored 90 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, Rowlett High School earned a State accountability rating of B. The school posted 84 in student achievement, 84 in school progress, 83 in closing performance gaps and 84 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.

Garland High School's five out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies and 25% closing performance gaps. Rowlett High School did not earn any distinction.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Garland High School. They make up for 59.28% of student population, followed by Whites or Caucasians (13.64%), African Americans (13.13%), Asians (6.91%), Native Americans (3.93%) and Two or More Races (3.02%).

The student population at Rowlett High School is also predominantly by Hispanics at 39.91%, followed by African Americans (26.84%), Whites or Caucasians (22.74%), Asians (5.12%), Two or More Races (3.49%) and Native Americans (1.91%).

Based on household incomes, Garland High School’s economically disadvantaged students is significantly higher at 69.21% compared to 56.56% at Rowlett 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, Garland High School has a significantly higher number of English Language Learners comprising 35.92% of its student population compared to 19.81% at Rowlett High School.

Garland High School’s bilingual students comprise 34.80%, gifted and talented students, 23.75%, while 7.47% are in the special education program. Rowlett High School bilingual students comprise 18.51%, gifted and talented students, 7.07%, and 9.91% are in the special education program.

Garland High School's 157 teachers have been working at the campus for an average of 8.4 years with individual teaching experience averaging nearly 12.2 years. Rowlett High School's 140 teachers have been working at the campus for an average of 7.9 years with individual teaching experience averaging close to 12.3 years.

Of its teaching staff, Garland High School has three teachers serving the school for over 30 years, has 31 teachers serving the school for 20-30 years, 54 teachers have worked for 11-20 years, 32 teachers have worked for 6-10 years, while 30 teachers have been serving the school for over 1-5 years, including eight beginning teachers. Rowlett High School has four teachers serving the school for over 30 years, has 25 teachers serving the school for 20-30 years, 52 teachers have worked for 11-20 years, 19 teachers have worked for 6-10 years, while 36 teachers have been serving the school for over 1-5 years, including five beginning teachers.

In both schools, female teachers outnumber the male teachers. Garland High School employs 81 female teachers and 76 male teachers. Of its teaching staff, nine special education teachers are being assisted by 15 teachers aides or paraprofessionals. The school also employs six staff members in the school administration department and 16 more working as school support staff.

On the other hand, Rowlett High School employs 75 female teachers and 65 male teachers. Of its teaching staff, ten special education teachers are being assisted by 11 teachers aides or paraprofessionals. The school also employs eight staff members in the school administration department and 14 more working as school support staff.