The purpose of the current study is to examine malleable school practices and norms that contribute to inequitable school learning environments based on student background. Using multilevel structural equation modeling (SEM) with the U.S. sample of PISA 2015, this study examines the extent to which student-level access to inquiry-based science learning opportunities and academic press mediates the relationship between intersectional student background and scientific literacy outcomes, as well as the influence of school-level context, tracking, and academic climate variables on student learning opportunities, perceptions of academic press, and science outcomes. After accounting for variance explained at the school level, OTL was not a significant mediator of the relationship between student intersectional background or gender and scientific literacy outcomes. However, academic press was a significant mediator at the student level, and was a significant negative predictor of science achievement. At the school level, while tracking was not a significant predictor of mean school science achievement, tracking was a predictor of mean school academic press and OTL inquiry-based science. There were significant differences in school academic climate based on school context, and school-level perceptions of academic climate were significant predictors of science achievement, findings that can inform education policy and practice.