Amarillo 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 92 in student achievement, 89 in school progress and 82 in closing performance gaps. It scored 89 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, West Plains High School performed excellent to earn a State accountability rating of A. The school posted 92 in student achievement, 86 in school progress, 89 in closing performance gaps and 91 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.

Both schools garnered only one distinction designation or award for performance. For Amarillo High School this is in Mathematics while West Plains High School secured one for post-secondary.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Amarillo High School. They make up for 65.40% of student population, followed by Hispanics (23.11%), African Americans (5.51%), Asians (2.78%), Two or More Races (2.45%) and Native Americans (0.42%).

At West Plains High School, Whites or Caucasians are the biggest group, comprising 58.46% of student population, followed by Hispanics (32.68%), African Americans (3.04%), Asians (2.71%), Two or More Races (2.38%) and Native Americans (0.74%).

Based on household incomes, Amarillo High School’s economically disadvantaged students is slightly higher at 31.45% compared to 23.65% at West Plains 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, Amarillo High School has a higher number of English Language Learners comprising 2.73% of its student population compared to 3.12% at West Plains High School.

Amarillo High School’s bilingual students comprise 2.69%, gifted and talented students, 13.71%, while 10.88% are in the special education program. West Plains High School bilingual students comprise 2.96%, gifted and talented students, 6.90%, and 9.93% are in the special education program.

Amarillo High School's 136 teachers have been working at the campus for an average of 10.1 years with individual teaching experience averaging nearly 13.8 years. West Plains High School's 79 teachers have been working at the campus for an average of 4.3 years with individual teaching experience averaging close to 9.5 years.

Of its teaching staff, Amarillo High School has ten teachers serving the school for over 30 years, has 25 teachers serving the school for 20-30 years, 40 teachers have worked for 11-20 years, 24 teachers have worked for 6-10 years, while 29 teachers have been serving the school for over 1-5 years, including nine beginning teachers. West Plains High School has one teacher only serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 24 teachers have worked for 11-20 years, 11 teachers have worked for 6-10 years, while 28 teachers have been serving the school for over 1-5 years, including seven beginning teachers.

In both schools, female teachers outnumber the male teachers. Amarillo High School employs 80 female teachers and 56 male teachers. Of its teaching staff, 21 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 nine more working as school support staff.

On the other hand, West Plains High School employs 42 female teachers and 37 male teachers. Of its teaching staff, nine special education teachers are being assisted by nine teachers aides or paraprofessionals. The school also employs four staff members in the school administration department and six more working as school support staff.