Do tall students do better in school? While a robust literature documents higher earnings among taller people, we know little about the potential academic origins of the height earnings gradient. In this paper, we use unique student-level longitudinal data from New York City (NYC) to examine the link between height and academic outcomes, shedding light on underlying mechanisms. The centerpiece of our empirical work is a regression linking academic outcomes to height, measured as a z-score normalized to same grade/sex peers within schools. We estimate a meaningful height gradient for both boys and girls in ELA and math achievement in all grades 3-8. Controlling for observed student characteristics, a one standard deviation (sd.) increase in height for grade is associated with a 3.5% (4.6%) sd. increase in math (ELA) score for boys and 4.1% (4.8%) sd. for girls. The height gradient is not explained by contemporaneous health, while time-invariant student characteristics correlated with height and achievement explain roughly half of the relationship for boys (3/4 for girls). We also find evidence that ordinal height rank relative to peers may have a small effect on achievement conditional on cardinal height. This paper contributes to a long-standing literature on the effect of age-within-grade on achievement. Our estimates suggest that failing to account for relative height may upwardly bias the relationship between relative age and achievement by up to 25%
