School Board Candidates Positions

New Elementary School

Despite several conclusive studies and the addition of trailer-classrooms, our opponents doubt the need for a new elementary school and specifically do not want one in Edgmont. We support a new school and the Edgmont location. 

• In 2016, all nine Republican-supported RTMSD school directors concluded additional capacity was needed. After a full facilities evaluation, it was determined that buildings could not be expanded without detriment to students and adjoining community resources. 

• Because of current growth trends and lack of available land, the Edgmont property is the best and currently the only option for a new school. The community has provided feedback that they desire neighborhood schools. Edgmont is the only township within the District without an elementary or any public school building, and some students can spend up to 45 minutes on a bus.
  
  

• All RTMSD buildings currently exist in residential zones, like the one in Edgmont. Changing zoning to accommodate school buildings is a common practice.

Budget

Our opponents have questioned the necessity of the fund balance, which is crucial to maintaining the district’s excellent bond rating. Fund balances come with many restrictions. It is not a fun-money balance. We understand that school budgeting is much more serious than last-minute decisions and pet projects.

• Fund balances allow school districts to avoid short-term borrowing and budget deficits.
  
  

• Public schools face many mandated costs, including special education services, transportation, pensions, and specific program and curriculum requirements. These costs are non-discretionary and force school districts to prioritize them in budgeting. 

Taxes

Our opponents have expressed that district taxes are too high. Rose Tree Media School District has a lower millage (tax) rate than over 75% of school districts in Delaware County. We support the current school board's approach to review the budget closely each year to determine the best course of action. 

• The Act 1 index sets the maximum tax rate increase a school district can adopt each year (without seeking voter approval through referendums or exceptions). The Pennsylvania Department of Education sets the index, which is often below the inflation rate. We support the current school board’s recent decision to set the tax rate below the Act 1 Index.
  
  

Mental Health

Our opponents have been vocal about their opposition to initiatives that promote positive mental health. At a time when young people are suffering through mental health crises at a higher rate than ever before, we wholeheartedly support the District's work in this area. The research also supports this work.

• An entirely Republican-endorsed board approved the introduction of Dignity and Belongingness throughout the District - and they were right.
  
  

• Social and emotional learning is a foundational educational component that includes social awareness, relationship skills, and responsible decision-making, which leads to confidence, independence, and leadership. A review found that cooperative learning methods improve academic achievement, relationships between students, and psychological health.1 

• Our opponents have stated that students who belong to the LGBTQ+ community should have fewer rights than their peers. A study of over 7,000 LGBTQ students found those who experienced high levels of inclusion in school had lower levels of depression and were more likely to have higher self-esteem than students with low-LGBTQ inclusion schools.2
  
  

• Studies suggest that professional development and training for teachers on topics like implicit bias, culturally responsive teaching, and inclusion practices can improve teacher-student relationships and academic outcomes for students from underserved backgrounds.3

Curriculum

Our opponents think that a select group of parents should determine what all students learn and read. We believe curriculum decisions must be made by qualified educators, not those with political agendas, with opt-outs available for families when lessons conflict with personal beliefs.

• Politicization and ideological constraints on curriculum can negatively impact the quality of education. 

• Research shows that reasonable opt-outs do not necessarily harm academic outcomes if core standards are still met. Allowing focused opt-outs can promote ideological diversity without undercutting overall educational goals.

1. Aldridge, J.M., & McChesney, K. (2018). The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review. International Journal of Educational Research, 88, 121-145.

2. Kosciw, J. G., Clark, C. M., Truong, N. L., & Zongrone, A. D. (2020). The 2019 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. GLSEN.

3. Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., LePage, P., Darling-Hammond, L., Duffy, H., & McDonald, M. (2005). Teaching diverse learners. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 232-274). Jossey-Bass.