Hanover Research presents JEDI findings to Tolleson board; recommends more teacher retention, student voice and curricular relatability

Hanover Research presented a capstone report to the Tolleson Union High School District governing board that summarized a year of work on justice, equity, diversity and inclusion (JEDI). The consulting firm combined literature review, a district survey, focus groups and a student‑outcomes data analysis to identify areas for improvement and to recommend next steps.

Leslie Dust, Hanover content director, and Jenny Philpow, Hanover’s relationship director, told trustees that Hanover’s mixed‑methods research included a best‑practices review of ethnic studies programs, a JEDI survey with 829 respondents (39% students, 28% parents, 33% staff), six focus groups and a multi‑year quantitative analysis of student outcomes.

Key findings included: - Positive but uneven climate: Most respondents agreed the district supports students from diverse racial and ethnic backgrounds, but there was less agreement about support for students with diverse gender identities and sexual orientations. - Curriculum relatability gap: While many respondents said lessons include diverse perspectives, only about half of students agreed that materials felt relatable or reflected their own experiences. - Student belonging and social support lower for students: Students reported lower scores on feeling respected and understood by adults and peers compared with staff and parents’ perceptions. - Disparities in outcomes: Quantitative analysis showed overall proficiency on many assessments below 40% and identified groups (English learners, students receiving special education services and students with 504 plans) who are more likely to be chronically absent or to have disciplinary incidents.

Hanover’s recommendations highlighted a common set of responses: increase teacher retention strategies (particularly for diverse staff), expand professional learning tied to JEDI principles and cultural competency, amplify student voice and leadership in program development, pilot and evaluate ethnic‑studies materials carefully and convene focused work to equalize access to academic supports and counseling.

During the presentation, district staff clarified an item in Hanover’s slides: district graduation rates were presented in one slide with an on‑time graduation figure that Hanover later updated at staff request. District staff told the board the correct four‑year graduation cohort rate was 87.82% (a correction noted by district staff during the meeting).

Trustees asked methodology questions (survey sample size, disaggregation and grade‑level analysis) and suggested the district translate the findings into measurable, grade‑level goals and quarterly monitoring. Hanover emphasized the value of continuing longitudinal measurement and of pairing survey and focus‑group results with targeted interventions.

What’s next: Hanover and district staff will refine the presentation and datasets, and trustees suggested translating the capstone recommendations into a set of measurable actions and timelines for the upcoming school‑year planning cycle.