Utilizing data from TASA, we investigate the educational performance of three groups of children with native or denizened parents. Three subjects, Chinese, English, and Mathematics, are evaluated and traced in the fourth, sixth, and eighth grades in elementary/secondary schools. After controlling parents' educational levels, empirical results indicate that original nationalities of fathers have no consistent effects on children's educational achievements. As for mothers' influences, educational achievements of children with mothers from China show no remarkable differences from those with native mothers. However, the scores of children with mothers from South East Asia are significantly lower than those with native mothers in all three subjects. The differences of scores persist in the subjects of Chinese and mathematics, but do not get worse thereafter. However, the differences persist in the subject of English, and the gap continues broadening in subsequent grades.