Richland 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 80 in student achievement, 81 in school progress and 90 in closing performance gaps. It scored 84 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, Haltom High School earned a State accountability rating of C. The school posted 68 in student achievement, 74 in school progress, 81 in closing performance gaps and 76 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.

Richland High School's six out of seven distinctions are in Reading/English Language Arts (ELA), Mathematics, Science, Social Studies, with 25% student progress and 25% closing performance gaps. Haltom High School did not earn any distinction.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Richland High School. They make up for 40.91% of student population, followed by Hispanics (36.02%), African Americans (11.59%), Two or More Races (6.69%), Asians (4.12%) and Native Americans (0.53%).

At Haltom High School, Hispanics are the biggest group, comprising 63.62% of student population, followed by Whites or Caucasians (18.39%), African Americans (9.54%), Asians (5.88%), Two or More Races (1.92%) and Native Americans (0.29%).

Based on household incomes, the Richland High School’s economically disadvantaged students is significantly lower at 49.54% compared to 68.88% at Haltom 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, Richland High School has 303 English Language Learners or ELLS or about 14.69% of student population. Haltom High School has significantly more ELLs at 912 or about 33.08% of student population.

Richland High School’s bilingual students comprise 14.54%, gifted and talented students, 6.59%, while 12.17% are in the special education program. Haltom High School bilingual students comprise 32.93%, gifted and talented students, 4.57%, and 9.25% are in the special education program.

Richland High School's 130 teachers have been working at the campus for an average of 8 years with individual teaching experience averaging nearly 12.1 years. Haltom High School's 160 teachers have been working at the campus for an average of 6.5 years with individual teaching experience averaging close to 10.5 years.

Of its teaching staff, Richland High School has seven teachers serving the school for over 30 years, has 17 teachers serving the school for 20-30 years, 45 teachers have worked for 11-20 years, 29 teachers have worked for 6-10 years, while 24 teachers have been serving the school for over 1-5 years, including nine beginning teachers. Haltom High School has two teachers serving the school for over 30 years, has 22 teachers serving the school for 20-30 years, 47 teachers have worked for 11-20 years, 30 teachers have worked for 6-10 years, while 56 teachers have been serving the school for over 1-5 years, including five beginning teachers.

In both schools, female teachers outnumber the male teachers. Richland High School employs 65 female teachers and 65 male teachers. Of its teaching staff, 11 special education teachers are being assisted by 14 teachers aides or paraprofessionals. The school also employs five staff members in the school administration department and 16 more working as school support staff.

On the other hand, Haltom High School employs 90 female teachers and 70 male teachers. Of its teaching staff, 12 special education teachers are being assisted by 15 teachers aides or paraprofessionals. The school also employs nine staff members in the school administration department and 18 more working as school support staff.