Canyon 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, 87 in school progress and 84 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, Randall High School earned a State accountability rating of B. The school posted 88 in student achievement, 82 in school progress, 82 in closing performance gaps and 86 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. Canyon High School's three out of seven distinctions are in Mathematics, Science and post-secondary. Randall High School’s only distinction designation is in Post-Secondary.

Based on Racial/Ethnic Groups, the dominant group in Canyon High School is Whites or Caucasians who make up nearly 72.69% of student population, followed by Hispanics (22.19%), Two or More Races (2.01%), African Americans (1.37%), Asians (1.19%) and Native Americans (0.46%).

The student population at Randall High School is also predominantly by Whites or Caucasians at 52.93%, followed by Hispanics (36.86%), African Americans (5.15%), Two or More Races (2.22%), Asians (1.95%) and Native Americans (0.71%).

Based on household incomes, the Canyon High School’s economically disadvantaged students is significantly lower at 20.91% compared to 34.01% at Randall 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, Canyon High School has 15 English Language Learners or ELLS or about 1.37% of student population. Randall High School has significantly more ELLs at 52 or about 4.62% of student population.

Canyon High School’s bilingual students comprise 1.37%, gifted and talented students, 6.94%, while 10.23% are in the special education program. Randall High School bilingual students comprise 4.44%, gifted and talented students, 4.97%, and 11.55% are in the special education program.

Canyon High School's 77 teachers have been working at the campus for an average of 8.6 years with individual teaching experience averaging nearly 13.5 years. Randall High School's 82 teachers have been working at the campus for an average of 8.1 years with individual teaching experience averaging close to 13.5 years.

Of its teaching staff, Canyon High School has one teacher only serving the school for over 30 years, has 15 teachers serving the school for 20-30 years, 28 teachers have worked for 11-20 years, 16 teachers have worked for 6-10 years, while 15 teachers have been serving the school for over 1-5 years, including two beginning teachers. Randall High School has six teachers serving the school for over 30 years, has 11 teachers serving the school for 20-30 years, 32 teachers have worked for 11-20 years, 15 teachers have worked for 6-10 years, while 18 teachers have been serving the school for over 1-5 years, including one beginning teacher only.

In both schools, female teachers outnumber the male teachers. Canyon High School employs 41 female teachers and 35 male teachers. Of its teaching staff, seven 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 seven more working as school support staff.

On the other hand, Randall High School employs 44 female teachers and 37 male teachers. Of its teaching staff, 11 special education teachers are being assisted by ten teachers aides or paraprofessionals. The school also employs four staff members in the school administration department and nine more working as school support staff.