A profile of a Filipino-born chemist whose career exemplifies a strong commitment to scientific research, education, and community leadership.
Jade Laygo is a chemist from the Philippines who later became a teacher. She has spent over 20 years helping students learn science in public schools in California. Her career started with chemistry research in the Philippines, and she later took on important roles in education in the United States. Her story shows how someone with science knowledge can make a difference outside of a lab.
Facts about Jade Laygo
| Facts | Details |
| Full Name | Jade Laygo |
| Nationality | Filipino-born, U.S.-based |
| Profession | Educator, Chemist |
| Field of Expertise | Chemistry, Science Education |
| Early Affiliation | De La Salle University, Manila |
| Research Publication | Peer-reviewed chemistry paper (2000, Kimika) |
| Current Role | AP Chemistry Teacher |
| School District | Fontana Unified School District, California |
| Years of Experience | 20+ years |
| Leadership Roles | Union Site Representative, Instructional Leadership Team |
| Professional Associations | California Teachers Association (CTA), College Board AP |
| Known For | Bridging chemistry research with secondary education |
Biography and Early Background
Jade Laygo was born and educated in the Philippines, where she developed a strong academic foundation in chemistry. Identifying as Filipino, she belongs to a generation of scholars whose early scientific training occurred in Southeast Asia before transitioning to professional careers in the United States.
In the early phase of her career, Laygo was actively involved in academic research. In 2000, she co-authored a peer-reviewed chemistry paper published in Kimika, a respected scientific journal in the Philippines.
The study focused on isolating an antimicrobial biflavone derived from plant extracts, demonstrating advanced proficiency in organic chemistry and natural products research. At the time, she was affiliated with the Chemistry Department of De La Salle University (DLSU) in Manila, one of the Philippines’ leading academic institutions.
Educational History and Scientific Training
Laygo’s academic background is closely tied to Filipino higher education, particularly De La Salle University. Her research affiliation suggests that she completed significant undergraduate or graduate-level training in chemistry, acquiring a deep understanding of organic compounds, analytical methods, and experimental design.
The publication of peer-reviewed research early in her career is a strong indicator of advanced scientific literacy. The study she co-authored required knowledge of extraction techniques, compound isolation, and antimicrobial testing—skills that are typically developed through rigorous academic training.
After immigrating to the United States, Laygo continued to invest in her professional development as an educator. Her career reflects ongoing credentialing and training aligned with U.S. education standards.
Notably, she attended a College Board AP Chemistry Summer Institute in 2019, listed as an AP teacher from Summit High School in California. Participation in such institutes requires both subject mastery and a commitment to teaching advanced, college-level curricula.
Her educational journey, therefore, combines formal scientific training in the Philippines with continuous professional growth in the American education system, allowing her to effectively teach complex chemistry concepts to diverse student populations.
Transition from Research to Education
While some scientists remain in laboratory research, Laygo chose a path that emphasized knowledge transmission and student development. Her transition from chemistry research to teaching illustrates a broader trend among scientifically trained professionals who find purpose in education rather than industry or academia alone.
This shift did not dilute her scientific expertise; instead, it reframed it. By entering the classroom, Laygo brought research-level thinking into secondary education, exposing students to analytical reasoning, experimental logic, and scientific rigor earlier in their academic lives.
Teaching Career in California
Jade Laygo has spent over two decades teaching science in the Fontana Unified School District in Southern California. As of 2023, her tenure spans more than 21 years, marking her as a veteran educator with deep institutional knowledge and long-term commitment.
In recent years, she has served as the AP Chemistry teacher at Summit High School in Fontana, instructing students in grades 10 through 12. AP Chemistry is among the most challenging high school courses offered in the U.S., requiring mastery of stoichiometry, thermodynamics, kinetics, equilibrium, and molecular theory. Teaching this subject effectively demands not only content expertise but also strong instructional design and student support skills.
Beyond her regular teaching duties, Laygo has consistently participated in summer bridge and intervention programs, helping students strengthen foundational skills and prepare for advanced coursework. These efforts highlight her role not just as an instructor, but as an advocate for student readiness and academic equity.
Leadership Roles and Union Involvement
Laygo’s influence extends beyond the classroom. Over the years, she has taken on several leadership roles within her school and district. She served as a building representative for her teachers’ union for three years, acting as a liaison between educators and union leadership. In this capacity, she advocated for colleagues, addressed workplace concerns, and contributed to collaborative decision-making at the school level.
District records also list Laygo as a member of Instructional Leadership Teams (ILT), indicating involvement in curriculum planning and instructional strategy. Such roles require a strong understanding of pedagogy, standards alignment, and student performance data.
In 2023, Laygo was listed as a candidate for delegate to the National Education Association (NEA) assembly, as reflected in California Teachers Association materials. This candidacy underscores her standing among peers and her willingness to engage in broader conversations about education policy and teacher representation.
Notable Achievements and Contributions
Jade Laygo’s achievements are cumulative rather than headline-driven. In science, her early peer-reviewed publication remains a notable accomplishment, demonstrating her ability to contribute to original research. In education, her impact is measured through longevity, student outcomes, and leadership service.
As an AP Chemistry teacher, she has helped generations of students earn college credit, develop scientific literacy, and pursue STEM-related pathways. For many students, particularly first-generation college aspirants, this exposure can be transformative.
Her service as a union representative and instructional leader represents another layer of contribution. By participating in governance and advocacy, Laygo has helped shape the working conditions and instructional environment for fellow educators, indirectly influencing countless classrooms beyond her own.
Public Presence and Professional Influence
Jade Laygo is not a public figure in the conventional sense. She does not maintain a high-profile media presence, nor is she widely known outside educational and professional circles. However, within her community, her influence is tangible.
Her inclusion in official CTA delegate election materials and College Board AP teacher listings reflects professional recognition. These platforms are selective and rely on peer trust, signaling respect for her experience and judgment.
Rather than visibility, Laygo’s influence is rooted in consistency and credibility. Her career illustrates how educators can shape institutions and lives without public acclaim, operating quietly but effectively within systems that rely on long-term dedication.
A Broader Perspective on Jade Laygo’s Legacy
Viewed holistically, Jade Laygo’s career reflects the enduring value of expertise applied in service of education. She embodies a bridge between scientific research and public instruction, between Filipino academic training and American educational practice.
Her story highlights an often-overlooked dimension of scientific contribution: the educator who transforms research knowledge into accessible learning, preparing future scientists, engineers, and informed citizens. In an era when educational systems face constant change, professionals like Laygo provide stability, depth, and continuity.
Conclusion
Jade Laygo’s professional journey is a testament to the quiet power of sustained commitment. From her early research work in the Philippines to her decades-long teaching and leadership career in California, she has consistently applied scientific knowledge in service of learning and community.
While she may not be widely known beyond educational circles, her impact is enduring, measured in students taught, colleagues supported, and standards upheld. In bridging science and education, Jade Laygo stands as an example of how expertise, when paired with dedication, can leave a lasting imprint far beyond the laboratory or the classroom.
