Mesquite 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 76 in student achievement, 80 in school progress and 89 in closing performance gaps. It scored 83 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, Horn High School earned a State accountability rating of C. The school posted 72 in student achievement, 77 in school progress, 83 in closing performance gaps and 79 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. Mesquite High School's two out of seven distinctions are in Science and 25% closing performance gaps. Except for Science, Horn High School earned one out of seven distinctions.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Mesquite High School. They make up for 65.72% of student population, followed by African Americans (23.71%), Whites or Caucasians (7.64%), Two or More Races (1.53%), Asians (0.83%) and Native Americans (0.57%).

The student population at Horn High School is also predominantly by Hispanics at 49.18%, followed by African Americans (41.90%), Whites or Caucasians (4.91%), Two or More Races (2.51%), Asians (0.98%) and Native Americans (0.44%).

Based on household incomes, Mesquite High School’s economically disadvantaged students is significantly higher at 85.02% compared to 73.79% at Horn 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, Mesquite High School has a significantly higher number of English Language Learners comprising 33.62% of its student population compared to 23.84% at Horn High School.

Mesquite High School’s bilingual students comprise 31.92%, gifted and talented students, 8.56%, while 13.62% are in the special education program. Horn High School bilingual students comprise 22.02%, gifted and talented students, 7.86%, and 12.12% are in the special education program.

Mesquite High School's 165 teachers have been working at the campus for an average of 7.3 years with individual teaching experience averaging nearly 11.9 years. Horn High School's 199 teachers have been working at the campus for an average of 6.2 years with individual teaching experience averaging close to 11 years.

Of its teaching staff, Mesquite High School has three teachers serving the school for over 30 years, has 27 teachers serving the school for 20-30 years, 48 teachers have worked for 11-20 years, 35 teachers have worked for 6-10 years, while 45 teachers have been serving the school for over 1-5 years, including nine beginning teachers. Horn High School has six teachers serving the school for over 30 years, has 19 teachers serving the school for 20-30 years, 60 teachers have worked for 11-20 years, 38 teachers have worked for 6-10 years, while 65 teachers have been serving the school for over 1-5 years, including 12 beginning teachers.

In both schools, female teachers outnumber the male teachers. Mesquite High School employs 93 female teachers and 72 male teachers. Of its teaching staff, 15 special education teachers are being assisted by 16 teachers aides or paraprofessionals. The school also employs eight staff members in the school administration department and 21 more working as school support staff.

On the other hand, Horn High School employs 126 female teachers and 73 male teachers. Of its teaching staff, 19 special education teachers are being assisted by 24 teachers aides or paraprofessionals. The school also employs nine staff members in the school administration department and 23 more working as school support staff.