The relationship between student activity data and performance in the online classroom is well-documented, yet the parameters of this relationship and their implications for K-12 online schools are not yet well understood. This study examined the role of student chronotype (defined here as the time of day a student is most active in an online course) and overall activity level on course performance. Clickstream data captured by a Learning Management System from 414 students enrolled in an eleventh-grade English course in the fall of 2018 at two Midwestern full-time K-12 virtual schools were used to determine chronotype and activity level. Students were classified as one of four possible chronotypes given the mode of their click activity. Results of an ANCOVA showed that students who were most active in the morning significantly outperformed students who were most active in the afternoon and evening. Morning students also tended to be the most active overall. The results of a hierarchical regression revealed that, while chronotype was related to student performance, total student activity had an even greater impact on performance suggesting an interesting interplay between the two factors.