Jarrell High School was accorded a State accountability rating of C (70-79) 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 82 in student achievement, 80 in school progress and 67 in closing performance gaps. It scored 78 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, Taylor High School also earned a State accountability rating of C. The school posted 78 in student achievement, 78 in school progress, 65 in closing performance gaps and 74 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 Jarrell High School and Taylor High School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Jarrell High School. They make up for 58.23% of student population, followed by Whites or Caucasians (24.20%), African Americans (10.19%), Two or More Races (5.00%) and Asians (1.91%). There is no Native Americans student in the school.

At Taylor High School, Hispanics are the biggest group, comprising 64.82% of student population, followed by Whites or Caucasians (23.30%), African Americans (8.07%), Two or More Races (2.54%), Asians (0.69%) and Native Americans (0.23%).

Based on household incomes, the Jarrell High School’s economically disadvantaged students is slightly lower at 58.14% compared to 64.82% at Taylor 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, Jarrell High School has a significantly higher number of English Language Learners comprising 24.84% of its student population compared to 19.38% at Taylor High School.

In addition, Jarrell High School has 24.20% bilingual students, 2.82% are in the gifted and talented program, while 17.38% are in the special education program. This stacks up against Taylor High School with 19.38% bilingual students, 7.27% gifted and talented students and 16.38% students in the special education program.

Jarrell High School's 72 teachers have been working at the campus for an average of 3 years with individual teaching experience averaging nearly 11.1 years. Taylor High School's 67 teachers have been working at the campus for an average of 5 years with individual teaching experience averaging close to 11.8 years.

Of its teaching staff, Jarrell High School has four teachers serving the school for over 30 years, has 11 teachers serving the school for 20-30 years, 11 teachers have worked for 11-20 years, 18 teachers have worked for 6-10 years, while 25 teachers have been serving the school for over 1-5 years, including five beginning teachers. Taylor High School has three teachers serving the school for over 30 years, has 13 teachers serving the school for 20-30 years, 16 teachers have worked for 11-20 years, nine teachers have worked for 6-10 years, while 22 teachers have been serving the school for over 1-5 years, including four beginning teachers.

In both schools, female teachers outnumber the male teachers. Jarrell High School employs 37 female teachers and 34 male teachers. Of its teaching staff, 17 special education teachers are being assisted by 13 teachers aides or paraprofessionals. The school also employs five staff members in the school administration department and 11 more working as school support staff.

On the other hand, Taylor High School employs 37 female teachers and 30 male teachers. Of its teaching staff, six special education teachers are being assisted by 11 teachers aides or paraprofessionals. The school also employs two staff members in the school administration department and four more working as school support staff.