The positive development of migrant children in China is hampered due to their unequal accessibility to quality urban education resources. This research aimed at exploring the developmental trajectories of migrant and urban children's literacy and mathematics performance, as well as the impact of family socioeconomic status (SES) and parenting styles, including the mediating effect of parenting styles, by comparing migrant children with their urban counterparts. Growth mixture modeling identified distinguishable trajectories of mathematics development for migrant children (i.e., "falling behind" and "keeping pace" groups) and urban children (i.e., "catching up" and "keeping pace" groups), as well as distinguishable trajectories of literacy development for migrant children (i.e., "jumpstarting" and "keeping pace" groups) and urban children ("falling behind" and "steadily progressing" groups). Multinomial logistic regression analyses further clarified that authoritative parenting increased the likelihood of favorable trajectories of migrant children's mathematics development and urban children's literacy and mathematics development. Family SES enhanced migrant children's mathematics development. Family SES contributed to urban children's literacy development through authoritative parenting, yet such a mediating effect was not observed for migrant children. This study highlights the importance of focusing on distinct trajectories of migrant and urban children's literacy and mathematics in improving their school achievement.