Waller High School earned a State accountability rating of C (70-79) 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 76 in student achievement, 77 in school progress and 76 in closing performance gaps. It scored 77 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, Early Excellence Academy performed excellent to earn a State accountability rating of A. The school posted only 96 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 Waller High School and Early Excellence Academy are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, Hispanics comprise the biggest group at Waller High School. They make up for 57.57% of student population, followed by Whites or Caucasians (26.52%), African Americans (11.65%), Two or More Races (2.34%), Asians (1.41%) and Native Americans (0.44%).

At Early Excellence Academy, Hispanics are the biggest group, comprising 56.16% of student population, followed by Whites or Caucasians (24.20%), Asians (7.76%), African Americans (5.48%), Two or More Races (5.48%) and Native Americans (0.91%).

Based on household incomes, the Waller High School’s economically disadvantaged students is significantly lower at 58.67% compared to 74.89% at Early Excellence Academy.

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, Waller High School has a significantly higher number of English Language Learners comprising 26.39% of its student population compared to 52.05% at Early Excellence Academy.

Waller High School 11.99% are in the special education program, 7.13% are in the gifted and talented program, and bilingual students comprise 26.29% students. Early Excellence Academy has no gifted and talented student, while 37.44% are in the special education program, and bilingual students comprise 52.05% students.

Waller High School's 175 teachers have been working at the campus for an average of 5.3 years with individual teaching experience averaging nearly 9 years. Early Excellence Academy's 17 teachers have been working at the campus for an average of 4.5 years with individual teaching experience averaging close to 9.9 years.

Of its teaching staff, Waller High School has six teachers serving the school for over 30 years, has 13 teachers serving the school for 20-30 years, 41 teachers have worked for 11-20 years, 28 teachers have worked for 6-10 years, while 67 teachers have been serving the school for over 1-5 years, including 21 beginning teachers. Early Excellence Academy no teacher serving the school for over 30 years, has one teacher only serving the school for 20-30 years, seven teachers have worked for 11-20 years, three teachers have worked for 6-10 years, while five teachers have been serving the school for over 1-5 years, including two beginning teachers.

In both schools, female teachers outnumber the male teachers. Waller High School employs 106 female teachers and 69 male teachers. Of its teaching staff, 26 special education teachers are being assisted by 31 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, Early Excellence Academy has an all-female teaching staff. Of its teaching staff, ten special education teachers are being assisted by 33 teachers aides or paraprofessionals. The school also employs two staff members in the school administration department and six more working as school support staff.