Leander 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 92 in student achievement, 79 in school progress and 85 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, Rouse High School also performed excellent to earn a State accountability rating of A. The school posted 90 in student achievement, 78 in school progress, 91 in closing performance gaps and 90 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.

Distinction Designations for Leander High School and Rouse High School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Leander High School. They make up for 46.06% of student population, followed by Hispanics (32.07%), Asians (10.38%), Two or More Races (6.24%), African Americans (4.60%) and Native Americans (0.56%).

The student population at Rouse High School is also predominantly by Whites or Caucasians at 45.71%, followed by Asians (25.62%), Hispanics (19.16%), Two or More Races (5.62%), African Americans (3.63%) and Native Americans (0.22%).

Based on household incomes, Leander High School’s economically disadvantaged students is significantly higher at 19.39% compared to 8.10% at Rouse 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, Leander High School has a significantly higher number of English Language Learners comprising 10.38% of its student population compared to 4.51% at Rouse High School.

Leander High School’s bilingual students comprise 10.28%, gifted and talented students, 20.19%, while 15.68% are in the special education program. Rouse High School bilingual students comprise 4.42%, gifted and talented students, 19.65%, and 11.90% are in the special education program.

Leander High School's 148 teachers have been working at the campus for an average of 8.8 years with individual teaching experience averaging nearly 14.5 years. Rouse High School's 141 teachers have been working at the campus for an average of 7.9 years with individual teaching experience averaging close to 14.5 years.

Of its teaching staff, Leander High School has 13 teachers serving the school for over 30 years, has 27 teachers serving the school for 20-30 years, 42 teachers have worked for 11-20 years, 29 teachers have worked for 6-10 years, while 35 teachers have been serving the school for over 1-5 years, including two beginning teachers. Rouse High School has 13 teachers serving the school for over 30 years, has 21 teachers serving the school for 20-30 years, 45 teachers have worked for 11-20 years, 24 teachers have worked for 6-10 years, while 31 teachers have been serving the school for over 1-5 years, including seven beginning teachers.

In both schools, female teachers outnumber the male teachers. Leander High School employs 89 female teachers and 58 male teachers. Of its teaching staff, 36 special education teachers are being assisted by 22 teachers aides or paraprofessionals. The school also employs six staff members in the school administration department and nine more working as school support staff.

On the other hand, Rouse High School employs 86 female teachers and 55 male teachers. Of its teaching staff, 30 special education teachers are being assisted by 18 teachers aides or paraprofessionals. The school also employs eight staff members in the school administration department and ten more working as school support staff.