Dr. Noguera has published over 200 research and scholarly articles, monographs, research reports, and editorials on topics such as
urban school reform,
education policy, conditions that promote student achievement, the role of
education in community development, youth
violence, and race and ethnic relations in American society as well as the author of several books.
At Match
Education, she supported in - district high school math tutoring programs, including a gold - standard study by the University of Chicago
Urban Education Lab on the efficacy of 2:1 tutoring in improving outcomes and reducing
violence in at - risk youth.
These included characteristics on multiple levels of the child's biopsychosocial context: (1) child factors: race / ethnicity (white, black, Hispanic, and Asian / Pacific Islander / Alaska Native), age, gender, 9 - month Bayley Mental and Motor scores, birth weight (normal, moderately low, or very low), parent - rated child health (fair / poor vs good / very good / excellent), and hours per week in child care; (2) parent factors: maternal age, paternal age, SES (an ECLS - B — derived variable that includes maternal and paternal
education, employment status, and income), maternal marital status (married, never married, separated / divorced / widowed), maternal general health (fair / poor versus good / very good / excellent), maternal depression (assessed by the Center for Epidemiologic Studies Depression Scale at 9 months and the World Mental Health Composite International Diagnostic Interview at 2 years), prenatal use of tobacco and alcohol (any vs none), and
violence against the mother; (3) household factors: single - parent household, number of siblings (0, 1, 2, or 3 +), language spoken at home (English vs non-English), neighborhood good for raising kids (excellent / very good, good, or fair / poor), household urbanicity (
urban city,
urban county, or rural), and modified Home Observation for Measurement of the Environment — Short Form (HOME - SF) score.