This paper uses survey data from educational tracking upon graduation from middle schools in Q County, Gansu Province, and explores the mechanism in which the level of father's education and economic capital affect academic performance. The study finds that the academic performance of male students is significantly higher than that of female students, and household registration, family capital, and school social capital adhere together to impact academic performance. Low economic income affects academic performance, and high economic income does not necessarily facilitate academic performance. School education that pays attention to academic performance has a direct positive impact, and parent-teacher relations, objectified cultural capital, and economic capital have a direct negative impact on academic performance. The level of the father's education mainly plays a direct role in impacting academic performance. Economic capital indirectly facilitates academic performance through the mediating effect of parents' educational expectations, educational support, and attention to school education, and objectified cultural capital has a moderating effect on the impact of economic capital on academic performance. [English translation © 2016 Taylor & Francis, Inc., from the Chinese text "Fuqing shou jiaoyu Chengdu he jingji ziben ruhe yingxiang xueye chengji--jiyu zhongjie xiaoying he tiaojie xiaoying de fenxi" by Yang Baoyan and Wan Minggang. Translated by Jeff Keller. Originally published in "Beijing daxue jiaoyu pinglun" (Peking University Education Review) 2015, vol. 13, no. 2.]