Ecological factors, such as family involvement and school context, are important to consider in understanding middle schoolers' math development. In this study, we examined the relations of middle school student-reported parental monitoring and school climate as well as school-averaged teacher reports of school organizational health (OH) to students' math growth from grades 6-8. We also examined whether student-reported race and ethnicity and perceived financial security moderated the relations of climate, monitoring, and OH to math growth and achievement. Participants were 12,821 middle school students and their teachers in the Pacific Northwest region of the United States. Our findings indicate that students who reported more parental monitoring in Grade 6 had detectably higher math scores in Grade 8, but monitoring did not relate to math growth, nor did student-reported perceptions of school climate in Grade 6. We observed that OH in earlier middle school predicted math growth through Grade 8. We did not find evidence of differential relations of these variables to math achievement level or growth across students' self-reported race and ethnicity and perceived financial security. We discuss contributions of these findings to research and practice as well as limitations and future directions.