Burges 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 80 in student achievement, 88 in school progress and 79 in closing performance gaps. It scored 85 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, Austin High School earned a State accountability rating of C. The school posted 71 in student achievement, 79 in school progress, 67 in closing performance gaps and 75 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.

Burges High School's three out of seven distinctions are in Reading/English Language Arts (ELA), Social Studies and with 25% student progress. Austin High School did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Burges High School is Hispanics who make up nearly 89.81% of student population, followed by Whites or Caucasians (5.24%), African Americans (2.44%), Two or More Races (1.22%), Asians (0.72%) and Native Americans (0.22%).

At Austin High School, Hispanics make up 88.48% of student population, followed by Whites or Caucasians (4.55%), African Americans (3.91%), Two or More Races (2.01%) and Asians (0.21%). There is no Native Americans student in the school.

Based on household incomes, the Burges High School’s economically disadvantaged students is significantly lower at 72.72% compared to 88.48% at Austin 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, Burges High School has 427 English Language Learners or ELLS or about 30.65% of student population. Austin High School has significantly more ELLs at 466 or about 49.26% of student population.

Burges High School’s bilingual students comprise 26.99%, gifted and talented students, 13.14%, while 10.62% are in the special education program. Austin High School bilingual students comprise 46.41%, gifted and talented students, 6.03%, and 12.16% are in the special education program.

Burges High School's 86 teachers have been working at the campus for an average of 12.9 years with individual teaching experience averaging nearly 15.6 years. Austin High School's 69 teachers have been working at the campus for an average of 13.4 years with individual teaching experience averaging close to 15.8 years.

Of its teaching staff, Burges High School has five teachers serving the school for over 30 years, has 20 teachers serving the school for 20-30 years, 25 teachers have worked for 11-20 years, 19 teachers have worked for 6-10 years, while 14 teachers have been serving the school for over 1-5 years, including three beginning teachers. Austin High School has three teachers serving the school for over 30 years, has 15 teachers serving the school for 20-30 years, 28 teachers have worked for 11-20 years, 15 teachers have worked for 6-10 years, while seven teachers have been serving the school for over 1-5 years, including one beginning teacher only.

In both schools, male teachers outnumber the female teachers. Burges High School employs 36 male teachers and 49 female teachers. Of its teaching staff, seven special education teachers are being assisted by six teachers aides or paraprofessionals. The school also employs five staff members in the school administration department and 14 more working as school support staff.

On the other hand, Austin High School employs 29 male teachers and 39 female teachers. Of its teaching staff, eight special education teachers are being assisted by five teachers aides or paraprofessionals. The school also employs five staff members in the school administration department and nine more working as school support staff.