The Work I Do
Harold Asturias has worked for the University of California for nearly 30 years, with the past 17 years at The Lawrence Hall of Science, the science center at the University of California, Berkeley. His work has focused on designing and implementing a wide range of programs dedicated to advancing equity in mathematics education. Guided by the mission to inspire and engage through scientific discovery and learning in ways that promote equity and opportunity, Harold designs and delivers programs that support this vision.
At The Lawrence Hall of Science, Harold leads professional learning experiences, coaching, and technical assistance for preK-12 teachers and educational leaders, helping them create powerful, equitable, and coherent learning experiences for their students. Most recently, Harold has emphasized a dual focus on mathematics understanding and equity, fostering the development of students’ positive mathematical identities and addressing the racial and social injustices pervasive in educational systems.
My Connection to the Work of Student Achievement Partners
Harold is currently working on the design and development of the Math Milestones—a carefully crafted set of tasks that represent the mathematics of each grade, K-8. These tasks serve as visualizations of grade-level standards, expressed in the language of teachers and students. Harold believes that understanding grade-level expectations in the practical language of the classroom is essential for providing students with meaningful access to the content they are learning. This work is a vital project within the portfolio of Student Achievement Partners (SAP), aligning closely with the organization’s mission and vision.
Harold accepted the invitation to join the SAP Board because he believes that SAP’s initiatives align with his personal mission, offering transformative programs that advance equity and excellence in education.
The Perspective I Bring to this Board
Harold brings a strong commitment to improving education for students, particularly those who have been traditionally marginalized. His focus on the interconnectedness of equity, social justice, and language development in mathematics education is a valuable asset to the board. Drawing from personal experiences as an English learner navigating biased educational systems, Harold brings a unique and personal perspective to his role as a Board member.