This study extends research on cultural reproduction theory and employs a critical quantitative lens to examine how schools contribute to differential science outcomes based on intersectional student backgrounds. Using nationally representative PISA 2015 data, structural equation modeling is utilized with intersectional student background groups to examine how U.S. students' educational experiences in schools--opportunity to learn, sense of belonging, and perceptions of academic climate--mediate the relationship between student background and scientific literacy. The direct and indirect findings from this study provide important insight about school mediators that can help account for the gap in science outcomes in the U.S. and inform more equitable policies and practices.