Rolf Strietholt

发表

Valid inferences of teachers’ judgements of pupils’ reading literacy: does formal teacher competence matter?

Monica Rosén, Stefan Johansson, Rolf Strietholt, 2014 .

The Contribution of International Large-Scale Assessments to Educational Research: Combining Individual and Institutional Data Sources

Ronny Scherer, Rolf Strietholt, 2018 .

Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments

Rolf Strietholt, Andrés Strello, Isa Steinmann, 2021, Educational Assessment, Evaluation and Accountability.

The integrity of educational outcome measures in international assessments

Monica Rosén, Rolf Strietholt, Olesya Gladushyna, 2021, Educational Assessment, Evaluation and Accountability.

Linking Large-Scale Reading Assessments: Measuring International Trends Over 40 Years

Monica Rosén, Rolf Strietholt, 2016 .

Integrating educational quality and educational equality into a model of mathematics performance

Rolf Strietholt, Kajsa Yang Hansen, V. Rolfe, 2022, Studies in Educational Evaluation.

Participation in extracurricular activities and student achievement: evidence from German all-day schools

D. Caro, Rolf Strietholt, Isa Steinmann, 2018, School Effectiveness and School Improvement.

A constrained factor mixture analysis model for consistent and inconsistent respondents to mixed-worded scales.

Johan Braeken, Rolf Strietholt, Isa Steinmann, 2021, Psychological methods.

Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science

Rolf Strietholt, Isa Steinmann, Olesya Gladushyna, 2020, Educational Assessment, Evaluation and Accountability.

Globalised student achievement? A longitudinal and cross-country analysis of convergence in mathematics performance

Stefan Johansson, Rolf Strietholt, 2019, Comparative Education.

Does non-participation in preschool affect children’s reading achievement? International evidence from propensity score analyses

Rolf Strietholt, N. Hogrebe, 2016 .

The effects of early between-school tracking on gender segregation and gender gaps in achievement: a differences-in-differences study

Rolf Strietholt, Andrés Strello, Isa Steinmann, 2023, School Effectiveness and School Improvement.

Academic resilience: underlying norms and validity of definitions

Sigrid Blömeke, Rolf Strietholt, Wangqiong Ye, 2021, Educational Assessment, Evaluation and Accountability.

Does inequality in opportunity perpetuate inequality in outcomes? International evidence from four TIMSS cycles

Rolf Strietholt, Kajsa Yang Hansen, V. Rolfe, 2021, Studies in Educational Evaluation.

Does schooling actually perpetuate educational inequality in mathematics performance? A validity question on the measures of opportunity to learn in PISA

Rolf Strietholt, Kajsa Yang Hansen, 2018 .

Do increases in national-level preschool enrollment increase student achievement? Evidence from international assessments

H. Zachrisson, Rolf Strietholt, N. Hogrebe, 2020 .

The Impact of Education Policies on Socioeconomic Inequality in Student Achievement: A Review of Comparative Studies

Kajsa Yang Hansen, J. Gustafsson, Monica Rosén, 2019, Socioeconomic Inequality and Student Outcomes.

Three Models of Global Education Quality

H. Meyer, Rolf Strietholt, D. Epstein, 2017 .

International Reading Gaps between Boys and Girls, 1970–2016

Monica Rosén, Rolf Strietholt, Isa Steinmann, 2023, Comparative Education Review.

Does tracking increase segregation? International evidence on the effects of between-school tracking on social segregation across schools

Rolf Strietholt, Andrés Strello, Isa Steinmann, 2022, Research in Social Stratification and Mobility.