Harper 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 85 in student achievement, 76 in school progress and 78 in closing performance gaps. It scored 83 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, Early Childhood Center performed excellent to earn a State accountability rating of A. The school posted only 92 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.

Harper High School's three out of seven distinctions are in Reading/English Language Arts (ELA), Science and Social Studies. Early Childhood Center did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Harper High School is Whites or Caucasians who make up nearly 81.87% of student population, followed by Hispanics (14.62%), Two or More Races (2.34%) and African Americans (1.17%). There is no Asians and Native Americansstudents in the school.

At Early Childhood Center, Hispanics are the biggest group, comprising 57.59% of student population, followed by Whites or Caucasians (35.60%), Two or More Races (3.14%), African Americans (2.09%) and Asians (1.57%). There is no Native Americans student in the school.

Based on household incomes, the Harper High School’s economically disadvantaged students is significantly lower at 29.24% compared to 93.19% at Early Childhood Center.

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, Harper High School has 2 English Language Learners or ELLS or about 1.17% of student population. Early Childhood Center has significantly more ELLs at 51 or about 26.70% of student population.

Harper High School 8.77% are in the special education program, 9.94% are in the gifted and talented program, and bilingual students comprise 1.75% students. Early Childhood Center has no gifted and talented student, while 13.09% are in the special education program, and bilingual students comprise 26.70% students.

Harper High School's 19 teachers have been working at the campus for an average of 9 years with individual teaching experience averaging nearly 15.3 years. Early Childhood Center's eight teachers have been working at the campus for an average of 6.5 years with individual teaching experience averaging close to 9 years.

Of its teaching staff, Harper High School has one teacher only serving the school for over 30 years, has five teachers serving the school for 20-30 years, seven teachers have worked for 11-20 years, two teachers have worked for 6-10 years, while one teacher only has been serving the school for over 1-5 years, including four beginning teachers. Early Childhood Center no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, one teacher only has worked for 11-20 years, three teachers have worked for 6-10 years, while three 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. Harper High School employs 12 female teachers and seven male teachers. Of its teaching staff, two special education teachers are being assisted by two teachers aides or paraprofessionals. The school also employs one staff members in the school administration department and zero more working as school support staff.

On the other hand, Early Childhood Center has an all-female teaching staff. Of its teaching staff, two special education teachers are being assisted by 20 teachers aides or paraprofessionals. The school also employs one staff members in the school administration department and four more working as school support staff.