Pine Tree Junior 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, 86 in school progress and 85 in closing performance gaps. It scored 86 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, Spring Hill Junior High School also earned a State accountability rating of B. The school posted 87 in student achievement, 83 in school progress, 78 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.

It is in this area where the two schools differ. Pine Tree Junior High School's four out of seven distinctions are in Reading/English Language Arts (ELA), post-secondary, with 25% student progress and 25% closing performance gaps. Spring Hill Junior High School’s only distinction designation is in Read/ELA.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Pine Tree Junior High School. They make up for 39.53% of student population, followed by Whites or Caucasians (32.65%), African Americans (21.38%), Two or More Races (4.83%), Asians (0.88%) and Native Americans (0.59%).

At Spring Hill Junior High School, Whites or Caucasians are the biggest group, comprising 60.53% of student population, followed by Hispanics (22.17%), African Americans (9.53%), Two or More Races (4.88%), Asians (2.22%) and Native Americans (0.67%).

Based on household incomes, Pine Tree Junior High School’s economically disadvantaged students is significantly higher at 67.94% compared to 41.02% at Spring Hill Junior 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, Pine Tree Junior High School has a significantly higher number of English Language Learners comprising 16.11% of its student population compared to 5.99% at Spring Hill Junior High School.

In addition, Pine Tree Junior High School has 15.37% bilingual students, 8.64% are in the gifted and talented program, while 14.79% are in the special education program. This stacks up against Spring Hill Junior High School with 5.76% bilingual students, 9.09% gifted and talented students and 13.30% students in the special education program.

Pine Tree Junior High School's 47 teachers have been working at the campus for an average of 4.7 years with individual teaching experience averaging 11 years. Teachers at Spring Hill Junior High School, numbering 28 teachers, have been serving the school for an average of 6.4 years with individual teaching experience averaging 13.5 years.

Of its teaching staff, Pine Tree Junior High School has two teachers serving the school for over 30 years, has six teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, 14 teachers have worked for 6-10 years, while 12 teachers have been serving the school for over 1-5 years, including two beginning teachers. Spring Hill Junior High School has one teacher only serving the school for over 30 years, has five teachers serving the school for 20-30 years, 12 teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while six teachers have been serving the school for over 1-5 years, and school has no beginning teacher.

In both schools, female teachers outnumber the male teachers. At Pine Tree Junior High School there are 34 female teachers and 13 male teachers. Of its teaching staff, five special education teachers are being assisted by ten teachers aides or paraprofessionals. In addition to its teaching staff, the school has three staff members in the school administration department and two more working as school support staff.

At Spring Hill Junior High School there are 20 female teachers and seven male teachers. Of its teaching staff, two special education teachers are being assisted by six teachers aides or paraprofessionals. In addition to its teaching staff, the school has two staff members in the school administration department and four more working as school support staff.