Home-school cooperation is of great significance for the all-round development of adolescents，the establishment of modern school education system and the promotion of educational equity. Based on the multi-case comparative analysis of home-school connection between two types of junior high school students in Beijing，this report further studies the differences in the form，content and effect of home-school connection between floating families and urban families and its causes，and explores the improvement path of home-school cooperation. The results show that for most floating families，the frequency of active contact with teachers is low and temporary，and the problem orientation of contact content is obvious，and limited improvement of academic performance coexists with large independent space. In most urban families，the frequency of active contact with teachers is high and persistent，and the daily interaction is obvious，and the improvement of academic performance coexists with the weakened independent space. Explain the difference from the perspective of Coleman’s family capital：family economic capital influences the possibility of parental participation，family human capital shapes the awareness and ability of parental participation，and family social capital influences the effect of parental participation. In this regard，the report puts forward the following suggestions：combining the differentiated needs of different families，provide targeted opportunities for parents to participate；further establish and promote the family education guidance service system；raise the level of family capital of floating population fundamentally.