实现教育公平，是我国建立“自由、平等、公正、法治”社会的核心要求，学业成绩分化则是教育公平领域的重要问题，大量研究围绕个体认知、家庭背景、学校教育制度等因素展开。本研究从教育社会学的视角探究学业成绩分化问题，以文化资本解释家庭背景与再生产过程，以学校区隔解释教育制度对学业成绩分化的重要影响，并关注文化资本和学校区隔在我国教育系统中如何展开互动？ 本文以PISA数据为基础，使用多层次线性模型验证了我国中学生学业成绩分化中的文化资本效应和学校区隔效应，并且建立了一个跨层次调节模型进一步检验文化资本与学校区隔的互动过程。研究发现：第一，我国中学生学业成绩分化中的文化资本效应显著存在，文化资本正向影响了中学生的学业成绩，文化资本效应在不同学校之间存在明显变异。 第二，我国中学生学业成绩分化中的学校区隔效应显著存在。在控制了学校基础信息、学校学习氛围、学校教育质量相关的变量之后，学校区隔与学校学生成绩仍存在显著正相关。第三，虽然学校区隔对于学业成绩的关系是正向的，但是它削弱了文化资本对于学业成绩的正向影响。即对于一个学校而言，虽然高度的区隔使得学校学生的平均成绩更高，但同时高度相似的学生社会经济地位，也限制了文化资本效应的发挥。最后，本研究认为文化资本效应与学校区隔效应，应当在我国教育背景下得到进一步的验证和讨论。

Achieving educational equity is a core requirement for establishing a society based on "freedom, equality, justice, rule of law" in China. The disparity in academic achievement is a critical issue in the pursuit of educational equity. Numerous studies have concentrated on factors such as individual cognition, family background, and the school education process. This research delves into the issue of academic achievement disparity through the lens of educational sociology, employing the concept of cultural capital to elucidate the connection between family background and the reproduction process, and using the framework of school segregation to highlight the profound impact of educational systems on academic achievement disparity. Furthermore, it explores the intricate interplay between cultural capital and school segregation within China's educational landscape.Based on the theoretical and practical background mentioned above, this paper, using PISA data as the basis, employs multilevel linear models to verify the cultural capital effect and school segregation effect in the disparity of academic achievement among Chinese middle school students. Furthermore, a cross-level moderation model is established to further examine the interaction between cultural capital and school segregation. The research findings are as follows:Firstly, the cultural capital effect in the disparity of academic achievement among Chinese middle school students is significantly evident, with cultural capital positively influencing students' academic achievement, and this effect varies significantly across different schools.Secondly, the school segregation effect in the disparity of academic achievement among Chinese secondary school students is significantly evident. Even after controlling for variables related to school basic information, school learning environment, and school education quality, a significant positive correlation between school segregation and student academic achievement persists.Thirdly, although the relationship between school segregation and academic achievement is positive, it diminishes the positive impact of cultural capital on academic achievement. That is, while high levels of segregation lead to higher average scores for students in a school, the similarity in socioeconomic status among students also limits the effect of cultural capital.Finally, this study suggests that the effects of cultural capital and school segregation should be further verified and discussed within the context of education in China.