Katy Junior High School 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 89 in student achievement, 89 in school progress and 92 in closing performance gaps. It scored 90 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, T H Mcdonald Junior High School earned a State accountability rating of B. The school posted 76 in student achievement, 84 in school progress, 79 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. Katy Junior High School's five out of seven distinctions are in Mathematics, Social Studies, post-secondary, with 25% student progress and 25% closing performance gaps. T H Mcdonald Junior High School’s three out of seven distinctions are in Reading/English Language Arts (ELA), Social Studies and with 25% student progress.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Katy Junior High School. They make up for 42.94% of student population, followed by Whites or Caucasians (34.46%), African Americans (12.03%), Asians (5.45%), Two or More Races (4.07%) and Native Americans (0.26%).

At T H Mcdonald Junior High School, Hispanics are the biggest group, comprising 55.28% of student population, followed by African Americans (25.05%), Whites or Caucasians (10.25%), Asians (7.14%), Two or More Races (2.07%) and Native Americans (0.21%).

Based on household incomes, the Katy Junior High School’s economically disadvantaged students is significantly lower at 47.45% compared to 72.67% at T H Mcdonald 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, Katy Junior High School has 218 English Language Learners or ELLS or about 18.87% of student population. T H Mcdonald Junior High School has significantly more ELLs at 322 or about 33.33% of student population.

Katy Junior High School’s bilingual students comprise 18.53%, gifted and talented students, 9.78%, while 23.03% are in the special education program. T H Mcdonald Junior High School bilingual students comprise 32.92%, gifted and talented students, 5.07%, and 20.29% are in the special education program.

Katy Junior High School's 83 teachers have been working at the campus for an average of 8.9 years with individual teaching experience averaging 13.3 years. Teachers at T H Mcdonald Junior High School, numbering 76 teachers, have been serving the school for an average of 3.6 years with individual teaching experience averaging 8.3 years.

Of its teaching staff, Katy Junior High School has one teacher only serving the school for over 30 years, has 18 teachers serving the school for 20-30 years, 32 teachers have worked for 11-20 years, 14 teachers have worked for 6-10 years, while 18 teachers have been serving the school for over 1-5 years, and school has no beginning teacher. T H Mcdonald Junior High School has two teachers serving the school for over 30 years, has six teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, 16 teachers have worked for 6-10 years, while 28 teachers have been serving the school for over 1-5 years, including 13 beginning teachers.

In both schools, female teachers outnumber the male teachers. At Katy Junior High School there are 63 female teachers and 20 male teachers. Of its teaching staff, 18 special education teachers are being assisted by 12 teachers aides or paraprofessionals. In addition to its teaching staff, the school has six staff members in the school administration department and ten more working as school support staff.

At T H Mcdonald Junior High School there are 54 female teachers and 22 male teachers. Of its teaching staff, 18 special education teachers are being assisted by 12 teachers aides or paraprofessionals. In addition to its teaching staff, the school has six staff members in the school administration department and 11 more working as school support staff.