Against the backdrop of the "Double Reduction" policy and the implementation of the Family Education Promotion Law

the impact of family education practices on students' academic performance has attracted increasing attention. Using nationally representative survey data

this study focuses on the relationship between family education practices and students' mathematics achievement levels. An ordered logit regression model is employed to examine the effects of parental homework-checking frequency

frequency of discussing school matters with children

and frequency of contacting teachers on academic performance. Variables such as participation in extracurricular tutoring

tutoring expenditure

total study time

urban–rural status

gender

and grade level are controlled to minimize confounding factors. The results reveal a significant negative association between the frequency of discussing school matters and students' mathematics performance; frequent communication is correlated with lower scores

suggesting that excessive attention may have counterproductive effects. Other core variables show no significant impact. Robustness checks—via model substitution and winsorization—confirm the stability of these findings. Further heterogeneity analyses by Chinese language performance

urban–rural differences

and gender consistently support the main conclusion. The study recommends avoiding excessive interference and pressure transmission in family education

fostering positive parent–child communication environments

and strengthening school–community cooperation mechanisms to fully realize the positive role of family education in student development