Despite efforts to improve digital access in schools, a persistent digital divide is identified worldwide. Drawing on data from the 2018 Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) for 15-year-olds, I examine how students’ digital use for educational purposes (at school and at home) and their perceived digital competence differ between schools by socioeconomic status (SES) and vary across 47 countries. Using multilevel modeling, I find that the second-level digital divide between schools exists even among more developed societies. Students attending high-SES schools are more likely to use computers for schoolwork within and outside of schools, and have more digital competence than those attending low-SES schools. These differences remain substantial and statistically significant even when controlling for school-level resources. Moreover, the between-school digital divide in students’ digital competence is negatively associated with economic development and educational expenditures, and positively associated with income inequality. In conclusion, I discuss implications of the findings and highlight the importance of examining how schools with varying socioeconomic profiles provide different e-learning experiences for individual students, explained by the different institutional settings and cultural features of schools.