Irving High School earned a State accountability rating of B (80-89) 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 79 in student achievement, 85 in school progress and 76 in closing performance gaps. It scored 82 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, Nimitz High School also earned a State accountability rating of B. The school posted 82 in student achievement, 87 in school progress, 74 in closing performance gaps and 83 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. Irving High School's four out of seven distinctions are in Reading/English Language Arts (ELA), Science, Social Studies and post-secondary. Nimitz High School’s two out of seven distinctions are in Science and Social Studies.

Based on Racial/Ethnic Groups, the dominant group in Irving High School is Hispanics who make up nearly 75.73% of student population, followed by Whites or Caucasians (9.04%), Native Americans (7.32%), African Americans (5.65%), Asians (1.55%) and Two or More Races (0.67%).

At Nimitz High School, Hispanics make up 82.59% of student population, followed by Whites or Caucasians (7.51%), African Americans (4.27%), Native Americans (2.94%), Asians (2.18%) and Two or More Races (0.51%).

Based on household incomes, Irving High School’s economically disadvantaged students is higher at 83.77% compared to 82.63% at Nimitz 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, Irving High School has a significantly higher number of English Language Learners comprising 55.56% of its student population compared to 44.47% at Nimitz High School.

In addition, Irving High School has 54.39% bilingual students, 12.05% are in the gifted and talented program, while 7.66% are in the special education program. This stacks up against Nimitz High School with 44.09% bilingual students, 15.71% gifted and talented students and 9.43% students in the special education program.

Irving High School's 152 teachers have been working at the campus for an average of 6 years with individual teaching experience averaging nearly 10 years. Nimitz High School's 155 teachers have been working at the campus for an average of 6.8 years with individual teaching experience averaging close to 9.6 years.

Of its teaching staff, Irving High School has three teachers serving the school for over 30 years, has ten teachers serving the school for 20-30 years, 49 teachers have worked for 11-20 years, 32 teachers have worked for 6-10 years, while 49 teachers have been serving the school for over 1-5 years, including ten beginning teachers. Nimitz High School has three teachers serving the school for over 30 years, has ten teachers serving the school for 20-30 years, 48 teachers have worked for 11-20 years, 38 teachers have worked for 6-10 years, while 43 teachers have been serving the school for over 1-5 years, including 15 beginning teachers.

In both schools, female teachers outnumber the male teachers. Irving High School employs 79 female teachers and 72 male teachers. Of its teaching staff, 11 special education teachers are being assisted by ten teachers aides or paraprofessionals. The school also employs seven staff members in the school administration department and nine more working as school support staff.

On the other hand, Nimitz High School employs 80 female teachers and 75 male teachers. Of its teaching staff, 15 special education teachers are being assisted by 11 teachers aides or paraprofessionals. The school also employs seven staff members in the school administration department and 12 more working as school support staff.