This report describes a study which examined the relation of Chinese parenting style to only-children's academic achievement. Subjects, 186 middle-class parents of fifth and sixth graders (10-13 years old) from one Beijing elementary school, completed a Chinese translation of the Parental Authority Questionnaire (PAQ). Four approximately equal groups were identified: (1) fathers of only sons; (2) fathers of only daughters; (3) mothers of only sons; (4) mothers of only daughters. Information was collected on whether parents assigned extra homework to their children, how much time children spent on homework each day, and parents' expectations for their child's future middle school selection. Demographic information was collected on children's gender, age, grade, most recent exam grades (Chinese and Math), mother's and father's ages and educational levels. Students' achievement level was defined by the average grade from Chinese and Math. Factor analysis of the PAQ yielded three factors interpreted as authoritarian, authoritative, and permissive parenting styles. Results indicated that parents perceived themselves as tending toward authoritative parenting, with no influence of parent or child gender. There was no relationship between parenting style or parents' educational level and school achievement. Over 40 percent of parents gave their children extra homework and almost 90 percent expected them to attend key middle schools, which would guarantee university admission. Regression analyses indicated that the higher the parents' expectations of their children's middle school selection, the better the child's academic achievement. Parents of children with low achievement assigned extra homework more often than parents of children with high achievement. (Contains 4 tables and 50 references.) (KDFB)