Abstract
This paper investigates the development of social inequalities in cognitive-related competencies (mathematics and reading) from primary school to young adulthood among 15 OECD countries and examines whether patterns of development vary among countries and school tracking regimes. We use a pseudo-cohort approach by comparing data on individuals of approximately the same birth cohorts in primary school (TIMSS, PIRLS), secondary school (PISA) and young adulthood (PIAAC).We found that children from lower social background perform less well already in primary education (particularly in reading). Overall, social inequalities in competencies tend to persist (reading) or increase (mathematics) over the early life-course. Finally, we detected only some weak evidence of higher growth of social inequalities over the early life-course among highly tracked systems.
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