This study examined the relationships between school‐level school climate and race differences in student grades, accounting for school sociodemographic composition. We found that schools with more positive school climates had smaller race differences in student self‐reported grades. The moderating effect of school climate remained after accounting for the sociodemographic composition of the school and students' own perceptions of climate at their school. This moderating effect was confounded by school grade band (i.e., elementary, middle, or high) since perception of positive school climate was lower in middle and high schools than in elementary schools. Despite the difficulty of disentangling school climate from grade band, the findings suggest school improvement strategies focused on school climate may promote racial equity in academic outcomes. School practitioners' efforts to improve the school climate may also contribute to racial equity in academics.

中文翻译：

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学校氛围与学业成绩种族差异之间关联的多层次模型

本研究考察了学校层面的学校氛围与学生成绩的种族差异之间的关系，并解释了学校的社会人口构成。我们发现，学校氛围更积极的学校在学生自我报告的成绩中种族差异较小。在考虑了学校的社会人口构成和学生自己对学校气候的看法后，学校气候的调节作用仍然存在。这种调节效应被学校年级（即小学、初中或高中）混淆了，因为初中和高中对积极学校氛围的感知低于小学。尽管很难将学校氛围与年级区分开来，研究结果表明，以学校氛围为重点的学校改进策略可能会促进学术成果的种族平等。学校从业人员为改善学校氛围所做的努力也可能有助于学术界的种族平等。