Keller 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 96 in student achievement, 88 in school progress and 95 in closing performance gaps. It scored 96 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, Central High School earned a State accountability rating of B. The school posted 84 in student achievement, 80 in school progress, 85 in closing performance gaps and 84 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.

Keller High School's three out of seven distinctions are in Reading/English Language Arts (ELA), post-secondary and 25% closing performance gaps. Central High School did not earn any distinction.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Keller High School. They make up for 63.13% of student population, followed by Hispanics (15.83%), Asians (9.45%), Two or More Races (7.22%), African Americans (4.20%) and Native Americans (0.10%).

The student population at Central High School is also predominantly by Whites or Caucasians at 44.70%, followed by Hispanics (25.80%), African Americans (13.79%), Asians (8.35%), Two or More Races (6.98%) and Native Americans (0.12%).

Based on household incomes, the Keller High School’s economically disadvantaged students is significantly lower at 7.79% compared to 31.12% at Central 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, Keller High School has 76 English Language Learners or ELLS or about 2.58% of student population. Central High School has significantly more ELLs at 203 or about 8.43% of student population.

Keller High School’s bilingual students comprise 2.37%, gifted and talented students, 15.42%, while 8.74% are in the special education program. Central High School bilingual students comprise 7.52%, gifted and talented students, 7.56%, and 13.29% are in the special education program.

Keller High School's 158 teachers have been working at the campus for an average of 7.7 years with individual teaching experience averaging nearly 12.6 years. Central High School's 149 teachers have been working at the campus for an average of 6.7 years with individual teaching experience averaging close to 11 years.

Of its teaching staff, Keller High School has four teachers serving the school for over 30 years, has 37 teachers serving the school for 20-30 years, 48 teachers have worked for 11-20 years, 37 teachers have worked for 6-10 years, while 23 teachers have been serving the school for over 1-5 years, including nine beginning teachers. Central High School has three teachers serving the school for over 30 years, has 21 teachers serving the school for 20-30 years, 49 teachers have worked for 11-20 years, 34 teachers have worked for 6-10 years, while 30 teachers have been serving the school for over 1-5 years, including 12 beginning teachers.

In both schools, female teachers outnumber the male teachers. Keller High School employs 87 female teachers and 70 male teachers. Of its teaching staff, 19 special education teachers are being assisted by ten teachers aides or paraprofessionals. The school also employs eight staff members in the school administration department and 15 more working as school support staff.

On the other hand, Central High School employs 83 female teachers and 65 male teachers. Of its teaching staff, 20 special education teachers are being assisted by 16 teachers aides or paraprofessionals. The school also employs six staff members in the school administration department and 14 more working as school support staff.