This article considers and illustrates a strategy to study effects of school context on differential item functioning (DIF) in large-scale assessment. The approach employs a hierarchical generalized linear modeling framework to (a) detect DIF, and (b) identify school-level correlates of the between-group differences in item performance. To illustrate, I investigated (a) whether any of the civic skills items used in the U.S. Civic Education Study of the International Association for the Evaluation of Educational Achievement displayed ethnic-racial DIF, and (b) the extent to which the ethnic-racial DIF was related to teacher-reported opportunity to learn (OTL) major civic-related topics. The results indicated that 3 of the 13 items displayed ethnic-racial DIF. After adjusting for OTL, two of the three flagged items ceased to exhibit DIF. Implications of this approach are discussed.