The purpose of this study was to examine the role of school background and school process in closing achievement gaps between White and non-White students in science. To answer the research questions, a series of two-level hierarchical linear models (HLM) was performed on the fourth-grade U.S. portion of the 2015 Trends in International Mathematics and Science Study (TIMSS) data. Results indicate that (a) the science achievement gap between White and non-White students is 0.21 standard deviation, holding student and school background constant; (b) the science achievement gap varies across schools; (c) none of the school background variables are associated with the achievement gap in a school; and (d) school emphasis on student academic learning is not only associated with higher school-level science achievement, but also with a narrower science achievement gap between White and non-White students. However, teacher collaboration is not associated with school-level science achievement but is associated with a larger achievement gap. Implications, limitations, and recommendations for further research are discussed.

这项研究的目的是检验学校背景和学校过程在缩小白人和非白人学生在科学领域的成就差距方面的作用。为了回答研究问题，对2015年国际数学和科学研究趋势（TIMSS）数据的四年级美国部分执行了一系列两级分层线性模型（HLM）。结果表明：（a）白人和非白人学生之间的科学成就差距为0.21标准偏差，并且使学生和学校背景保持恒定；（b）各学校的科学成就差距各不相同；（c）学校背景变量均与学校成绩差距无关；（d）学校对学生学术学习的重视不仅与高等学校的科学成就有关，但白人和非白人学生之间的科学成就差距也更窄。但是，教师合作与学校一级的科学成就无关，而与更大的成就差距有关。讨论了含义，局限性和对进一步研究的建议。