Through statistical analysis of data from Program for International Student Assessment in 2015 China B-S-J-G

we try to analyze the effect of school resource allocation and peer structure on students’ science literacy. The results indicated that the school resource allocation plays an indirect and positive effect on students’ science literacy. In this path

the peer effect was the only mediating factor. Among the peer effect

the mean of peers’ family socio-economic status and daily performance in the same school have significant and positive effects on students’ science literacy. The heterogeneity of students’ daily performance in the same school hinders their improvement of science literacy. But the heterogeneity of family socio-economic status has no significant effect. Besides

the peer effects are different between different student groups. These findings can provide some suggestions for the government and parents when they make the education policies or choosing schools for their children.