Wylie 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 82 in student achievement, 74 in school progress and 92 in closing performance gaps. It scored 85 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, Wylie West Early Childhood Center performed excellent to earn a State accountability rating of A. The school posted only 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.

Distinction Designations for Wylie High School and Wylie West Early Childhood Center are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, Whites or Caucasians comprise the biggest group at Wylie High School. They make up for 62.59% of student population, followed by Hispanics (24.46%), Two or More Races (5.27%), African Americans (4.94%) and Asians (2.54%). There is no Native Americans student in the school.

The student population at Wylie West Early Childhood Center is also predominantly by Whites or Caucasians at 49.45%, followed by Hispanics (25.27%), Two or More Races (10.44%), African Americans (7.69%), Asians (6.04%) and Native Americans (0.55%).

Based on household incomes, the Wylie High School’s economically disadvantaged students is significantly lower at 17.57% compared to 37.36% at Wylie West 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, Wylie High School has a higher number of English Language Learners comprising 1.76% of its student population compared to 9.34% at Wylie West Early Childhood Center.

Wylie High School 9.17% are in the special education program, 8.78% are in the gifted and talented program, and bilingual students comprise 1.56% students. Wylie West Early Childhood Center has no gifted and talented student, while 14.84% are in the special education program, and bilingual students comprise 9.34% students.

Wylie High School's 97 teachers have been working at the campus for an average of 7.2 years with individual teaching experience averaging nearly 13 years. Wylie West Early Childhood Center's 11 teachers have been working at the campus for an average of 9.8 years with individual teaching experience averaging close to 11.6 years.

Of its teaching staff, Wylie High School has three teachers serving the school for over 30 years, has 23 teachers serving the school for 20-30 years, 18 teachers have worked for 11-20 years, 24 teachers have worked for 6-10 years, while 24 teachers have been serving the school for over 1-5 years, including five beginning teachers. Wylie West Early Childhood Center has one teacher only serving the school for over 30 years, has one teacher only serving the school for 20-30 years, three teachers have worked for 11-20 years, two teachers have worked for 6-10 years, while three 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. Wylie High School employs 56 female teachers and 41 male teachers. Of its teaching staff, seven special education teachers are being assisted by 12 teachers aides or paraprofessionals. The school also employs five staff members in the school administration department and 15 more working as school support staff.

On the other hand, Wylie West Early Childhood Center has an all-female teaching staff. Of its teaching staff, two special education teachers are being assisted by 14 teachers aides or paraprofessionals. The school also employs one staff members in the school administration department and zero more working as school support staff.