Jose Aguayo

Jose Aguayo’s work focuses on education and applying equitable learning strategies in STEM instruction, curricular design, and evaluation of technical assistance.

Since joining Mathematica in 2022, Aguayo has worked on a range of projects in education and health improvement. He supports the Regional Educational Laboratory Central partnership on Standing Rock Reservation to improve math outcomes for Indigenous students. Through this five-year partnership, Aguayo supports teachers to develop culturally responsive math modules for grades 3 through 5 to test and implement in classrooms. He also supports the Analysis of Middle School Math Systems, on which he observes and analyzes teachers’ math lessons using a culturally responsive math teaching measure developed by Mathematica researchers. He has also provided technical assistance to federal Health and Human Services clients to incorporate equity-centered principles across national, large-scale health studies.

Aguayo started his career teaching high school physics and then transitioned to elementary math after noticing that a strong, conceptual foundation of early math skills was critical for students to access advanced STEM instruction. He believes an equity-centered approach to education involves testing new learning theories, elevating communities’ voices to support decision making, and fostering a growth mindset. He holds an M.A. in public policy studies from the University of Chicago.