自《科尔曼报告》公布至今已经过去了半个世纪，但对于学生学业成绩来说，学校投入与家庭投入哪个更重要的问题在国内外学术界依然没有达成共识。本文利用我国东部和中部5省16个城市中小学校大规模测评数据，采用广义教育生产函数方法，运用两水平线性模型，分析了学校投入和家庭投入要素对教育产出（以学生学业成绩为代理变量）的影响效应。同时，采用Shapley值和Owen值分解技术，识别出对学校教育产出有较大影响的投入要素，得出以下4个方面结论：第一，除生师比之外，办学条件和教师质量等学校投入要素对教育产出结果有显著的正效应。第二，父母参与、父母教育期望等家庭投入要素对教育产出结果有显著的正效应。第三，对于小学平均学业成绩而言，来自家庭的相关投入更重要；对于初中平均学业成绩而言，则是来自学校的相关投入更为重要。第四，相比学校办学条件，教师质量对中小学校平均学业成绩变异的贡献度更大；而且，相比小学，教师质量对初中学校平均学业成绩变异的贡献度更大。基于实证研究结论，提出提高我国中小学教育生产效率的5点建议：一是调整义务教育资源配置结构，优先保障初中阶段学校教育投入；二是改善义务教育阶段教师的工资待遇和工作环境，以吸引更多高素质人才投入义务教育事业；三是通过校外教师专业发展培训、校本教研合作等途径切实提高教师队伍的教学策略水平，尤其要重视提高初中教师的教学策略水平；四是政府和相关部门应尽快出台有关家庭教育的制度规范，强化父母在家庭教育中的主体责任，督促父母积极参与子女教育生产过程；五是学校和社区应广泛开展家庭教育讲座和家庭教育实践培训活动，引导家长树立正确的家庭教育观，掌握科学的养育子女的方法，以提高学校教育和家庭教育联合生产的效率。

Despite the Coleman Report half a century ago, there is no consensus on which is more important, parenting or schooling, for students’ academic performance. Based on the large-scale assessment data from primary and secondary schools in 16 cities of 5 provinces in eastern and central China, this study used generalized educational production function and established the hierarchical linear model (HLM) to analyze the impact of parenting and schooling on students’ standardized test scores. In addition, we employed Shapley and Owen decomposition method to identify the input factors that have a greater impact on school output and drew the following conclusions. Firstly, in addition to the student-teacher ratio, school input factors such as school conditions and teacher quality have significantly positive effects on students’ academic performance. Secondly, parental participation and parental educational expectations have significantly positive effects on students’ academic performance. Thirdly, parenting factors are more important for primary school students while schooling factors are more important for secondary ones. Finally, compared with school conditions, teacher quality contributes more to the variance of average academic performance in primary and secondary schools. Moreover, compared with primary schools, teacher quality has greater contribution to the variance of average academic performance in secondary schools. Based on the empirical research conclusions, we put forward five suggestions to improve the productivity of primary and secondary education in China. Firstly, the government should adjust the allocation of resources for compulsory education and give priority to funding for secondary school education. Secondly, the government should raise teachers’ salary and improve the work environment to attract high-quality labor into compulsory education. Thirdly, the government and schools should enhance teachers’ teaching through teacher training and cooperation. Fourthly, the government should make rules and regulations about family education to enhance parents’ responsibility in their children’s education. Finally, schools and communities should organize some lectures on family education to promote effective cooperating between schooling and parenting.