The relationship between poor health and education has been studied and established in a variety of contexts.  Previous work has established negative impacts of poor physical and mental health among children or in their families on attainment and achievement in school.  In this paper I contribute to this literature by assessing whether a health insult often viewed as a minor if unavoidable nuisance of the change of seasons can limit math and reading achievement as measured by state assessments.  To do this, I match data on daily pollen and mold spore counts with student performance data on state math and reading/language arts assessments between 2003 and 2013.  Data on allergen levels come the from the National Allergy Bureau of the American Academy of Allergy, Asthma and Immunology for 29 reporting stations around the country.  I merge these to a district level panel with state assessment outcomes by grade and student group obtained from various state/district education authorities.  Using these combined data, I identify the impact of exposure to allergens on test performance my making use of two empirical facts:  The timing of state tests varies across states, and even by subject within state, and: The timing and volume of seasonal allergen peaks vary over time and space.  The answer to the question raised here has direct relevance to understanding the learning or performance effects of a condition that effects a large number of students annually, even as it can be treated at low cost.  Further, better understanding extraneous factors influencing variation in performance on state assessments is relevant for state and federal accountability systems.