Academic achievement, fitness, and weight status among 3rd & 4th grade students in Texas

This study examines the association between BMI, fitness, and academic achievement among 896 3rd and 4th graders from eight elementary schools in Texas (Mean age = 9.26 years; 52% boys; 61.3% Hispanic, 6% Black, 32.7% White/Other) who completed achievement tests in English. Students were classified as normal weight if they had a BMI below the 85th percentile based on CDC growth charts. Students with BMI at or above the 85th percentile were categorized as at-risk of overweight; those at or above the 95th percentile as overweight. Fitness was assessed by the Progressive Aerobic Cardiovascular Endurance Run (PACER), a modified multistage 20-meter shuttle run. Student achievement was assessed through Stanford 10 achievement tests – abbreviated reading comprehension and math problem-solving. Research staff conducted the height/weight measurements, administered the Stanford 10 achievement tests, and administered the PACER test during regular school hours. Univariate analyses indicate that PACER scores were significantly higher for students who scored in the above average (18.02 mean laps) vs. average (15.36) vs. below average (12.31) categories for the Stanford 10 abbreviated math problem-solving (F (2, 872) = 31.676, p<.001) and reading comprehension (16.29 vs. 15.08 vs. 12.44) (F (2, 872)=12.882, p< .001) subtests. Students who were categorized as overweight were significantly less likely to score in the above average category for the Stanford 10 abbreviated math problem-solving (chisquare=17.549, p=0.002) and reading comprehension (chisquare=12.625, p=0.013) subtests. This cross sectional result suggests improving fitness could lead to higher academic achievement, thus emphasizing the importance of physical education in the school curriculum.