This paper investigates the predictive value of foundational cognitive skills (FCSs) on educational achievements among adolescents and young adults growing-up in low- and middle-income settings in Ethiopia and Peru. The authors use Young Lives data to estimate associations between FCSs (inhibitory control, working memory, long-term memory, and implicit learning) measured at age 12 and educational outcomes measured at ages 15 and 19–20. The results provide additional evidence to justify the importance of promoting investments in cognitive skills throughout childhood and adolescence, and elucidate how such investments impact educational achievements. Read the article in Science Direct