Rolf Strietholt
Biographic Data
| ID | 5148023 |
|---|---|
| NAME | Rolf Strietholt |
| GIVEN NAMES | Rolf |
| FAMILY NAME | Strietholt |
| SIGNATURE | STRIETHOLT R |
| AFFILIATIONS | Hamburg Institut (Germany) |
| ORCID | 0000-0001-6344-642X |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
The learning crisis
The COVID-19 pandemic caused widespread disruptions to education, with school closures affecting over one billion children. These closures, aimed at reducing virus transmission, resulted in significant learning losses, particularly in mathematics and science. Using data from TIMSS 2023, which assesses fourth and eighth-grade achievements across 71 education systems, this study analyzes the impact of school closure duration on learning outcomes. M…
Civic Education Outcomes After Emergency Lockdowns
In early 2020, nations around the globe responded to the rapidly developing COVID-19 pandemic by implementing emergency containment measures to slow the spread of the virus. Educational systems were widely impacted as they made the difficult decision to close schools affecting over 1.5 billion students globally. This study aims to characterize the relationship between COVID-19 lockdown stringency and changes in several secondary student civic edu…
School climate and student achievement
A large-scale empirical investigation of measurement invariance decisions under multiple-group item response theory and multiple-group confirmatory factor analysis
Measurement invariance (MI) testing is essential for ensuring valid cross-group comparisons in international large-scale assessments (ILSA). There are two major frameworks for establishing MI: multiple-group confirmatory factor analysis (MGCFA) and multiple-group item response theory (MGIRT). This study compares the results of MGCFA and MGIRT in examining measurement invariance using survey data from the International Computer and Information Lit…
Teacher quality and mathematics achievement gains
Student characteristics and mathematics achievement growth
Understanding how student characteristics are associated with learning outcomes is central to evaluating educational systems. However, international comparative evidence has relied largely on cross-sectional studies that do not account for prior achievement, thereby limiting insight into the roles of prior achievement, gender, and socioeconomic status. Using panel data from the TIMSS Longitudinal Study, this paper examines mathematics achievement…
DLongitudinal international comparative research
Reading more, achieving more? Long-term gender gaps in reading behavior and reading achievement
Gender gaps in reading achievement have been consistently documented across countries and over time, with girls typically outperforming boys. However, explanations for cross-national and temporal variation in these gaps remain limited. This study addresses this research gap using international large-scale assessment data from 56 countries over a 46-year time span, representing the most comprehensive analysis of its kind to date. We examine whethe…
Teaching quality
Do findings from a single country generalise internationally? Evidence from an international assessment
Trends in reading teacher shortage
Teacher shortages have emerged as a critical global issue, directly impacting international efforts to ensure equitable access to quality education. This study provides a comprehensive, longitudinal analysis of reading teacher shortages using data from the Progress in International Reading Literacy Study (PIRLS) spanning 2001 to 2021. Drawing on principal-reported data across five survey cycles, we investigate trends in teacher shortages over two…
Teacher job satisfaction
Teacher job satisfaction is considered a crucial factor in retaining successful teachers in the workforce and for the general well-being of teachers. Understanding the relationship between school working conditions with job satisfaction is considered to be essential for enhancing teacher motivation, retention, and ultimately, student outcomes. Following the influential study by Toropova et al. (2021), the current study employs regression analysis…
Comparing linear and nonlinear reading assessments in PIRLS 2016
Teaching quality and student reading outcomes
The literature on the effects of teaching behavior on student competence and motivation has primarily focused on single teaching facets, with limited attention to multiple components simultaneously. To address this gap, this study examined a model of teaching and learning by investigating 10 teaching quality components reported by both students and teachers. The study used a sample of 3067 students in 150 schools in Germany and regressed reading …
Circumventing construct-irrelevant variance in international assessments using cognitive diagnostic modeling
International Reading Gaps between Boys and Girls, 1970–2016
Gender differences are one of the most contentious issues in educational research. This study analyzes long-term changes in gender gaps in reading comprehension at the end of primary school in 63 education systems. It links test data from seven comparative studies that were conducted between 1970 and 2016 using a common achievement scale based on item response theory. We investigate whether mean gender gaps have widened or narrowed over time—cont…
Mind the Gap… But Which Gap? The Distinctions Between Social Inequalities in Student Achievement
International large-scale assessments have revealed social inequalities in achievement in almost all countries, reporting achievement gaps between socioeconomic status groups, by immigration background and by gender. However, there has been little research on whether individual countries show smaller or larger gaps across all three different social categories, or whether the gaps corresponding to these categories are independent of each other. Th…
Integrating educational quality and educational equality into a model of mathematics performance
Using data from TIMSS 2015, this study investigated determinants of inequality between classrooms in mathematics performance in Sweden. Applying multiple-group confirmatory factor analysis and measurement invariance frameworks to identify latent constructs with which to build a two-level structural equation model, this study integrated teacher certification, teacher preparedness and school emphasis on academic success into a model of inequality o…
Does tracking increase segregation? International evidence on the effects of between-school tracking on social segregation across schools
Does inequality in opportunity perpetuate inequality in outcomes? International evidence from four TIMSS cycles
Entrenched socioeconomic inequalities in achievement have been observed in international assessments for decades, with previous research suggesting that these inequalities may be exacerbated by differentiation in the opportunities provided to various social groups. Much previous research in this field has been US-based or subject to measurement issues. This study investigated socioeconomic inequalities in outcomes and opportunities using four cyc…
Do increases in national-level preschool enrollment increase student achievement? Evidence from international assessments
Transition and Development from Lower Secondary to Upper Secondary School
Globalised student achievement? A longitudinal and cross-country analysis of convergence in mathematics performance
With the aid of longitudinal country-level data from five IEA TIMSS assessments (1995–2011), the current study addresses the issue of the globalisation of curricula and achievement. To explore the hypothesis of global convergence, we study performance in four subdomains of mathematics. Using regression with fixed effects for countries, we consider whether the variation of subdomain scores decreases globally over time. Additionally, we explore qua…
Bildung und Bildungsungleichheit an Halb- und Ganztagsschulen
Does tracking increase segregation? International evidence on the effects of between-school tracking on social segregation across schools
Do increases in national-level preschool enrollment increase student achievement? Evidence from international assessments
Globalised student achievement? A longitudinal and cross-country analysis of convergence in mathematics performance
With the aid of longitudinal country-level data from five IEA TIMSS assessments (1995–2011), the current study addresses the issue of the globalisation of curricula and achievement. To explore the hypothesis of global convergence, we study performance in four subdomains of mathematics. Using regression with fixed effects for countries, we consider whether the variation of subdomain scores decreases globally over time. Additionally, we explore qua…
Bildung und Bildungsungleichheit an Halb- und Ganztagsschulen
Bildung und Bildungsungleichheit an Halb- und Ganztagsschulen
Transition and Development from Lower Secondary to Upper Secondary School
Globalised student achievement? A longitudinal and cross-country analysis of convergence in mathematics performance
With the aid of longitudinal country-level data from five IEA TIMSS assessments (1995–2011), the current study addresses the issue of the globalisation of curricula and achievement. To explore the hypothesis of global convergence, we study performance in four subdomains of mathematics. Using regression with fixed effects for countries, we consider whether the variation of subdomain scores decreases globally over time. Additionally, we explore qua…
Do increases in national-level preschool enrollment increase student achievement? Evidence from international assessments
Does inequality in opportunity perpetuate inequality in outcomes? International evidence from four TIMSS cycles
Entrenched socioeconomic inequalities in achievement have been observed in international assessments for decades, with previous research suggesting that these inequalities may be exacerbated by differentiation in the opportunities provided to various social groups. Much previous research in this field has been US-based or subject to measurement issues. This study investigated socioeconomic inequalities in outcomes and opportunities using four cyc…
Integrating educational quality and educational equality into a model of mathematics performance
Using data from TIMSS 2015, this study investigated determinants of inequality between classrooms in mathematics performance in Sweden. Applying multiple-group confirmatory factor analysis and measurement invariance frameworks to identify latent constructs with which to build a two-level structural equation model, this study integrated teacher certification, teacher preparedness and school emphasis on academic success into a model of inequality o…
Does tracking increase segregation? International evidence on the effects of between-school tracking on social segregation across schools
International Reading Gaps between Boys and Girls, 1970–2016
Gender differences are one of the most contentious issues in educational research. This study analyzes long-term changes in gender gaps in reading comprehension at the end of primary school in 63 education systems. It links test data from seven comparative studies that were conducted between 1970 and 2016 using a common achievement scale based on item response theory. We investigate whether mean gender gaps have widened or narrowed over time—cont…
Mind the Gap… But Which Gap? The Distinctions Between Social Inequalities in Student Achievement
International large-scale assessments have revealed social inequalities in achievement in almost all countries, reporting achievement gaps between socioeconomic status groups, by immigration background and by gender. However, there has been little research on whether individual countries show smaller or larger gaps across all three different social categories, or whether the gaps corresponding to these categories are independent of each other. Th…
Teaching quality and student reading outcomes
The literature on the effects of teaching behavior on student competence and motivation has primarily focused on single teaching facets, with limited attention to multiple components simultaneously. To address this gap, this study examined a model of teaching and learning by investigating 10 teaching quality components reported by both students and teachers. The study used a sample of 3067 students in 150 schools in Germany and regressed reading …
Circumventing construct-irrelevant variance in international assessments using cognitive diagnostic modeling
Teacher job satisfaction
Teacher job satisfaction is considered a crucial factor in retaining successful teachers in the workforce and for the general well-being of teachers. Understanding the relationship between school working conditions with job satisfaction is considered to be essential for enhancing teacher motivation, retention, and ultimately, student outcomes. Following the influential study by Toropova et al. (2021), the current study employs regression analysis…
Comparing linear and nonlinear reading assessments in PIRLS 2016
The learning crisis
The COVID-19 pandemic caused widespread disruptions to education, with school closures affecting over one billion children. These closures, aimed at reducing virus transmission, resulted in significant learning losses, particularly in mathematics and science. Using data from TIMSS 2023, which assesses fourth and eighth-grade achievements across 71 education systems, this study analyzes the impact of school closure duration on learning outcomes. M…
Civic Education Outcomes After Emergency Lockdowns
In early 2020, nations around the globe responded to the rapidly developing COVID-19 pandemic by implementing emergency containment measures to slow the spread of the virus. Educational systems were widely impacted as they made the difficult decision to close schools affecting over 1.5 billion students globally. This study aims to characterize the relationship between COVID-19 lockdown stringency and changes in several secondary student civic edu…
School climate and student achievement
A large-scale empirical investigation of measurement invariance decisions under multiple-group item response theory and multiple-group confirmatory factor analysis
Measurement invariance (MI) testing is essential for ensuring valid cross-group comparisons in international large-scale assessments (ILSA). There are two major frameworks for establishing MI: multiple-group confirmatory factor analysis (MGCFA) and multiple-group item response theory (MGIRT). This study compares the results of MGCFA and MGIRT in examining measurement invariance using survey data from the International Computer and Information Lit…
Teacher quality and mathematics achievement gains
Student characteristics and mathematics achievement growth
Understanding how student characteristics are associated with learning outcomes is central to evaluating educational systems. However, international comparative evidence has relied largely on cross-sectional studies that do not account for prior achievement, thereby limiting insight into the roles of prior achievement, gender, and socioeconomic status. Using panel data from the TIMSS Longitudinal Study, this paper examines mathematics achievement…
DLongitudinal international comparative research
Reading more, achieving more? Long-term gender gaps in reading behavior and reading achievement
Gender gaps in reading achievement have been consistently documented across countries and over time, with girls typically outperforming boys. However, explanations for cross-national and temporal variation in these gaps remain limited. This study addresses this research gap using international large-scale assessment data from 56 countries over a 46-year time span, representing the most comprehensive analysis of its kind to date. We examine whethe…
Teaching quality
Do findings from a single country generalise internationally? Evidence from an international assessment
Trends in reading teacher shortage
Teacher shortages have emerged as a critical global issue, directly impacting international efforts to ensure equitable access to quality education. This study provides a comprehensive, longitudinal analysis of reading teacher shortages using data from the Progress in International Reading Literacy Study (PIRLS) spanning 2001 to 2021. Drawing on principal-reported data across five survey cycles, we investigate trends in teacher shortages over two…
School Choice and Performance (15 works) · Psychology (11 works) · Mathematics education (10 works) · Political science (9 works) · Academic achievement (8 works) · Economics (6 works) · Mathematics (6 works) · Demographic economics (5 works) · Early Childhood Education and Development (5 works) · Longitudinal study (5 works)