School For The Highly Gifted 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 98 in student achievement, 97 in school progress and 95 in closing performance gaps. It scored 97 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, Thurgood Marshall Leadership Academy earned a State accountability rating of D. The school posted 64 in student achievement, 65 in school progress, 67 in closing performance gaps and 66 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.

School For The Highly Gifted's five out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, post-secondary, with 25% student progress and 25% closing performance gaps. Thurgood Marshall Leadership Academy did not earn any distinction.

Based on Racial/Ethnic Groups, Asians comprise the biggest group at School For The Highly Gifted. They make up for 30.28% of student population, followed by African Americans (23.94%), Whites or Caucasians (21.13%), Hispanics (16.90%) and Two or More Races (7.75%). There is no Native Americans student in the school.

At Thurgood Marshall Leadership Academy, Hispanics make up 70.22% of student population, followed by African Americans (18.42%), Whites or Caucasians (4.30%), Asians (3.27%), Two or More Races (2.93%) and Native Americans (0.86%).

Based on household incomes, the School For The Highly Gifted’s economically disadvantaged students is significantly lower at 33.80% compared to 73.49% at Thurgood Marshall Leadership Academy.

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, School For The Highly Gifted has 7 English Language Learners or ELLS or about 4.93% of student population. Thurgood Marshall Leadership Academy has significantly more ELLs at 207 or about 35.63% of student population.

School For The Highly Gifted’s bilingual students comprise 4.23%, gifted and talented students, 99.30%, while 5.63% are in the special education program. Thurgood Marshall Leadership Academy bilingual students comprise 35.28%, gifted and talented students, 5.85%, and 14.63% are in the special education program.

15 teachers employed at School For The Highly Gifted have been teaching in the school for an average of about 12.9 years with individual teaching experience averaging 16.6 years. The 39 teachers at Thurgood Marshall Leadership Academy have been serving the school for an average of 7.5 years with individual teaching experience averaging 11.4 years.

Of its teaching staff, School For The Highly Gifted no teacher serving the school for over 30 years, has five teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, three teachers have worked for 6-10 years, while one teacher only has been serving the school for over 1-5 years, and school has no beginning teacher. Thurgood Marshall Leadership Academy has one teacher only serving the school for over 30 years, has six teachers serving the school for 20-30 years, 13 teachers have worked for 11-20 years, six teachers have worked for 6-10 years, while eight teachers have been serving the school for over 1-5 years, including five beginning teachers.

In both schools, female teachers outnumber the male teachers. At School For The Highly Gifted there are 11 female teachers and four male teachers. Of its teaching staff, one teacher is in special education without any assistance. In addition to its teaching staff, the school has one staff members in the school administration department and two more working as school support staff.

At Thurgood Marshall Leadership Academy there are 36 female teachers and three male teachers. Of its teaching staff, three special education teachers are being assisted by nine teachers aides or paraprofessionals. In addition to its teaching staff, the school has one staff members in the school administration department and seven more working as school support staff.