Today we’d like to introduce you to Ashley Harding.
Alright, so thank you so much for sharing your story and insight with our readers. To kick things off, can you tell us a bit about how you got started?
My journey began in 2007, I watched Good Morning America as I prepared for work, and the hosts introduced Geoffrey Canada and the Harlem Children’s Zone. I was mesmerized. His passion and conviction enthralled me. I believed his evidence that Black and Hispanic children in urban and underserved communities could excel academically when given the same rigorous education and wrap-around support as children in wealthier white communities. He highlighted the need and benefit of community schools that foster a culture of academic excellence, parent and community engagement and honor the distinct value Harlem offered to its children. I was an hour late for work because I could not move. I stood in my living room and saw both my past and future before my eyes.
Mr. Canada spoke to my own experiences. Being raised in Ladera Heights, a predominantly black community in Los Angeles, I went to my neighborhood elementary school and was granted privileges that formed my philosophy on education. Parents were encouraged and celebrated for participating in school activities and sponsoring or partnering with our school to ensure that we had the same (if not better) resources as white students in any other community. But the single factor that has had a deep-rooted and long-lasting impact on me was the reinforcement of black success that was engrained in the culture of our neighborhood. My school was the center of the community. My elementary school teachers were my neighbors; my parents still live next door to my 6th-grade homeroom teacher. We were supported, validated, and accountable for academic achievement by the whole community. Thus, hearing Geoffrey Canada echo those same words about another institutional Black city and the prospect of its children confirmed that I received something extraordinary, and it was my responsibility to give it back. To create the same pathway of excellence and academic achievement that was given to me. That day, I decided I was an educator and have spent the past 15 years dedicating myself to that role.
In 2009, I moved to Washington, DC, and although I still worked for an international bank, I volunteered in the evenings with the Homeless Children’s Playtime Project. An organization that cultivates resilience in children experiencing family housing insecurity by providing access to transformative play and education. I then learned about the local and federal policies prohibiting black boys (experiencing housing insecurity) from remaining in the same home and school communities as their families. I saw children raising their siblings and leaving school early in 8th grade to provide for their household. I also recognized the insurmountable barriers to education that Black and Brown children face in their community, from safe passage to and from school to the lack of investment in infrastructure available in underserved communities. Most days, in my professional role, I had the opportunity to engage with other K Street lobbyists and participate in DC’s political process. But at night, I spoke with children who lived less than 2 miles from the White House but did not know where it was on a map. Many of them never traveled more than 10-blocks from their home.
A year later, I decided to pursue a graduate degree in Child Development with an emphasis on Urban Community Development. I eventually returned to DC and spent years working in large charter school networks and non-profits. My perspective on how to deliver education has changed. Still, I have never wavered from the principle that all children deserve high-quality education from educators that can reflect their community and culture. I have spent years in awe of the teachers and principals I was honored to work alongside. Their tireless effort to nurture, educate, and advocate for their students inspires me today.
I have returned home to do what I committed many years ago. I have a unique private practice that serves black and BIPOC families, ensuring that their children receive the best education, find joy in learning and experience success in the classroom and their school community.
Alright, so let’s dig a little deeper into the story – has it been an easy path overall and if not, what were the challenges you’ve had to overcome?
In graduate school, my advisor had a sign on her wall “A smooth sea never made a skilled sailor.” That was for me! I say that both in truth and jest. My life experiences and faith in God have grounded me in the fact that my path was not going to be linear and that there would be some incredible blessings and unexpected “setbacks” along the way. It would be naive for me to expect to create equitable learning experiences for students and schools without some struggles. But just like my students, I am resilient because I choose to be of service, and I believe I have a place in this work.
North Star has grown over the past three years to serve over 50 BIPOC children and families and partnered with the top schools across the city. And all by word of mouth from some of the city’s most amazing and powerful parents and families. I am both humbled and grateful to work with them. And, despite significant gains, I still find challenges in school meetings, academic matriculation plans, IEP evaluations, and building trust between communities. Despite these moments of spiritual sandpaper, our victories remind me of my purpose- to help black and BIPOC students find joy, success, and fulfillment in education.
When people say it must have been hard to build a business in education, I always share the story that I started with one student, and then her mother asked- would you work with my son too? He was a freshman who hated school and, truthfully, found no joy in working with me. I said with respect and trepidation that I would do my best until I complete my interviews for another job in education administration. But three days after meeting him, I rescinded every job application and told his mother I would see him through high school. I did not know what that meant at the time, but I knew he had won me over. I had worked in education for years and saw him not being appropriately served. I knew his family was worthy of more from their school, and this student had talent and genius in ways that his school had not invested in him. So, without knowing, I began North Star Academics and found my first favorite student.
Soon after, I started with another black family at the same school and met my next favorite kid. Again, he was a shy yet dynamic 6th-grade boy who found little pleasure in school but was supported by a family that knew he could succeed. Again, I made another bold promise to his mother – I committed to seeing him through high school. And I am proud to say, five years later, both are on the honor roll at their respective high school and university! Two young men with privilege and promise, but minimal trust in their schools, are now academic leaders. Any struggle or setback I have faced is insignificant in comparison to the gratification of being of service.
However, being an entrepreneur, dare I say- a businesswoman did not come easy. The first time I invoiced a client, my hands shook as I pressed submit. Designing a website and letting people know that I existed was terrifying. I prefer to oversee operations or work directly with kids and families than focus on strategic planning. But those lessons have come rapidly, and as a true educator, I have enrolled in many classes and read many books to prepare North Star for growth. And as I think about the future, my biggest priority is to expand by hiring and aligning with more BIPOC educators and leaders with the same commitment and passion for children, families, and schools. We exist, and North Star is growing to be a hub for academic support and advocacy for BIPOC students and schools across the state. So, as I teach my students, I am giving myself permission to make mistakes (eeek!), have a flexible mindset (scary), and demand the best for my students and families (always)!
We’ve been impressed with North Star Academics, but for folks who might not be as familiar, what can you share with them about what you do and what sets you apart from others?
North Star Academics, a leading educational therapy and advocacy practice was founded on three core beliefs:
1. All students should have equal access to high-quality education
2. Parent engagement is fundamental to student learning
3. Schools are responsible for meeting the needs of Black and BIPOC students
Many Black and BIPOC students and families benefit from additional support in navigating the culture and traditions of the city’s top private and independent schools. And likewise, many of the city’s top schools need help when it comes to understanding the needs of Black and BIPOC students and families and incorporating those families and values into their school culture.
At North Star, we are that bridge between our families and their school of choice.
I serve as an educational therapist and advocate for students who attend the most competitive schools across Los Angeles. North Star is here to reassure every parent that your student can succeed in the classroom and excel.
The approach is simple. Our educational therapy model is rooted in helping our students experience joy in learning. Our three-pronged system supports our students and their families in their academic pursuits throughout the duration of a student’s tenure at a school:
Academic Mastery
Academic mastery ensures that our students are up to speed on core concepts and educational content.
Skillset Building
Skillset building focuses on developing a student’s executive functioning and core competencies—collaboration, digital literacy, critical thinking, and problem-solving skills.
Culture and Communication Building
Culture and communication building bridges the communication gap between school and home. We are the liaisons between schools and families and advocate for students, ensuring they receive the academic support they need.
Our team has over 20 years of educational experience in teaching and administration roles. We are master-level teachers and have participated in highly coveted fellowship programs and have studied educational practices globally.
Most importantly, our team comprises Black and BIPOC educators who have matriculated through the same schools that many of our students and families attend.
We approach our work holistically, with passion and uncompromising commitment, while leaning heavily on our experience and expertise across the education landscape. As advocates for the students and families we serve, we pride ourselves on being able to develop new and repair existing relationships across schools and their disengaged families.
At North Star Academics, we’re here to walk hand and hand with our students as they grow into the leaders that we need today and in the future. I consider us your student-centered support system. We’re here to empower our kids, and we do so by putting the needs of our students and families first.
If you had to, what characteristic of yours would you give the most credit to?
The three traits that I most readily reference are faith, transparent communication, and a disciplined work ethic. I have had to work hard to make this work look easy! And over the years, I have found that most of my families and students do not know the degree of effort and planning it takes to fulfill my promise of academic joy and accomplishment. And it is worth it!
Yet, the true key to my achievement is the daily joy I derive from working with my kids. And I call them my kids because each has a special place in my heart, in North Star’s long-term plans, and the future I create for myself as a professional. I still love seeing my students every week. And many of them I have followed well past high school. I am grateful for weekly calls from my now adult students who still trust me to see them through.
The passion and joy I experience have been transformational. I always leave a meeting or conversation with more joy, fulfillment, and hope than when we started. My kids make this work significant. My families ensure that I know the value of my presence in their children’s lives. Yet, none of this would be sustainable if I did not have a heart and desire to serve kids and families in schools. That is paramount. While the work has evolved, and every year I say, this may be the last year that I take on this much, I have yet to slow down. With every family informational meeting, I find a new purpose with a new student. Together with their family, we create a future full of possibility and hope that this year can be different and better than the years before. Eventually, North Star will operate with students across the country who may never know my name, which is perfectly fine with me. But the passion and commitment will remain. I could not do this work if each of my students did not make me a better person, and I am so grateful that they gave me more reasons to be better for them.
Contact Info:
- Website: https://www.northstaracademics.org
- Instagram: https://www.instagram.com/missashleyeharding/
- Facebook: https://www.facebook.com/ashley.elizabeth.1840070/
Image Credits
Headshots: Skandia Shafer
