In 2015, the United States Congress replaced the "No Child Left Behind Elementary and Secondary Act" with the Every Student Succeeds Act (ESSA) (P.L. 114-95), which identifies health and physical education as key components of a well-rounded education (Cooper, Greenberg, Castelli, Barton, Martin & Morrow, 2016). This followed a national trend of state legislators adopting legislation to target childhood obesity through statewide physical education and physical activity initiatives (Boehmer, Brownson, Haire-Joshu, & Dreisinger, 2007). As part of this initiative, the Texas Education Agency (TEA) uses FitnessGram® to assess student health. This assessment and reporting software program allows school districts to gather and report students' physical fitness data to the TEA. All Texas students in grades 3-12 enrolled in a physical education course or substitute activity must be assessed once annually using the FitnessGram® assessment instrument. This instrument consists of six Health Fitness Zones (HFZs), which are different aspects of health where students are assessed as being in the HFZ or not. This provides a rich data source to explore questions about the relationship between physical fitness and academic and non-academic outcomes. The relationships between fitness and non-academic student outcomes (e.g., absenteeism and disciplinary action) have not been extensively explored or published, and the results are generally mixed. In this study, the authors build upon existing research by using multi-level regression models to explore the relationship between being in a HFZ and academic and non-academic outcomes.