| Early tracking and different types of inequalities in achievement: Difference-in-differences evidence from 20 years of large-scale assessments A Strello, R Strietholt, I Steinmann, C Siepmann Educational Assessment, Evaluation and Accountability 33 (1), 139-167, 2021 | 62 | 2021 |
| Participation in extracurricular activities and student achievement: Evidence from German all-day schools I Steinmann, R Strietholt, D Caro School Effectiveness and School Improvement 30 (2), 155-176, 2019 | 52 | 2019 |
| A Constrained Factor Mixture Analysis Model for Consistent and Inconsistent Respondents to Mixed-Worded Scales I Steinmann, R Strietholt, J Braeken Psychological Methods, 2021 | 34 | 2021 |
| The impact of education policies on socioeconomic inequality in student achievement: A review of comparative studies R Strietholt, JE Gustafsson, N Hogrebe, V Rolfe, M Rosén, I Steinmann, ... Socioeconomic inequality and student outcomes: Cross-national trends …, 2019 | 32 | 2019 |
| Gender Differences in School Achievement M Rosén, I Steinmann, I Wernersson International Handbook of Comparative Large-Scale Studies in Education, 2022 | 17 | 2022 |
| Does tracking increase segregation? International evidence on the effects of between-school tracking on social segregation across schools A Strello, R Strietholt, I Steinmann Research in Social Stratification and Mobility 78, 100689, 2022 | 15 | 2022 |
| The impact of inconsistent responders to mixed-worded scales on inferences in international large-scale assessments I Steinmann, D Sánchez, S van Laar, J Braeken Assessment in Education: Principles, Policy & Practice 29 (1), 5-26, 2022 | 13 | 2022 |
| Equal opportunities for all? Analyzing within-country variation in school effectiveness I Steinmann, RV Olsen Large-scale Assessments in Education 10 (1), 1-34, 2022 | 12 | 2022 |
| Student achievement and educational inequality in half-and all-day schools: Evidence from Germany I Steinmann, R Strietholt IJREE–International Journal for Research on Extended Education 6 (2), 17-18, 2019 | 9 | 2019 |
| International Reading Gaps between Boys and Girls, 1970–2016 I Steinmann, R Strietholt, M Rosén Comparative Education Review 67 (2), 298-330, 2023 | 8 | 2023 |
| The effects of early between-school tracking on gender segregation and gender gaps in achievement: a differences-in-differences study I Steinmann, A Strello, R Strietholt School Effectiveness and School Improvement 34 (2), 189-208, 2023 | 8 | 2023 |
| Effekte nachmittäglicher Bildungsangebote auf sprachliche Kompetenzentwicklungen I Steinmann, R Strietholt Zeitschrift für Pädagogik 65 (2), 285-306, 2019 | 6 | 2019 |
| The link between gender gaps in school enrollment and school achievement I Steinmann, L Rutkowski Comparative Education Review 67 (3), 584-612, 2023 | 5 | 2023 |
| Linking International Comparative Student Assessment I Steinmann, R Strietholt, W Bos LINCS Technical Report, 2014 | 5 | 2014 |
| Who responds inconsistently to mixed-worded scales? Differences by achievement, age group, and gender I Steinmann, J Chen, J Braeken Assessment in Education: Principles, Policy & Practice 31 (1), 5-31, 2024 | 4 | 2024 |
| Leveraging large-scale assessments for effective and equitable school practices: the case of the nordic countries N Teig, I Steinmann Large-scale Assessments in Education 11 (1), 21, 2023 | 4 | 2023 |
| Lesen Kinder, die nicht in der Kita waren, am Ende der Grundschule schlechter? I Steinmann, L Zieger, N Hogrebe, R Strietholt Jahrbuch der Schulentwicklung Band 19: Daten, Beispiele und Perspektiven 19 …, 2016 | 3 | 2016 |
| Mind the Gap… But Which Gap? The Distinctions Between Social Inequalities in Student Achievement A Strello, R Strietholt, I Steinmann Social Indicators Research 170 (2), 399-425, 2023 | 2 | 2023 |
| Competing explanations for inconsistent responding to a mixed-worded self-esteem scale: Cognitive abilities or personality? J Chen, I Steinmann, J Braeken Personality and Individual Differences 222, 112573, 2024 | 1 | 2024 |
| Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science O Gladushyna, R Strietholt, I Steinmann Educational Assessment, Evaluation and Accountability 33, 203-227, 2021 | 1 | 2021 |
Andrés StrelloResearch and Analysis Unit, IEA HamburgBestätigte E-Mail-Adresse bei iea-hamburg.de
