Why Debate

“Urban Debate and High School Education Outcomes for African American Males: The Case of the Chicago Debate League”

Abstract:

“This study examines whether participating in competitive policy debate influences high school completion, academic achievement, and college readiness for African American male students. The analysis examines data from the Chicago Debate League from 1997 to 2006. Debate participants were 70% more likely to graduate and three times less likely to drop out as those who did not participate, even after accounting for 8th grade test scores and grade point average. Debate participants were more likely to score at or above the ACT benchmarks for college readiness in English and reading, but not in science or mathematics, than those who did not participate. Recurrent participation in policy debate positively influences scholastic achievement among African American male students in this urban setting.”

“Impact of Participating in a Policy Debate Program on Academic Achievement: Evidence for the Chicago Urban Debate League”

Abstract:

“Policy makers have advanced out-of-school time learning as a means to address far-reaching class and racial/ethnic disparities in high school achievement and college readiness, particularly in urban districts. However, limited data have hindered large-scale efforts to evaluate the influence of such activities on student achievement. Recent federal policy has encouraged the development of data systems that track students over the academic life course, and while these datasets hold great opportunity for research they pose inherent methodological challenges. This study applies a novel statistical approach in a comprehensive administrative dataset to evaluate the relationship between participating in a policy debate program and academic achievement in the Chicago Public School (CPS) district from 1997 to 2006 (N = 9145). Using multiple imputation to account for missing data and selective attrition, and propensity score matching to account for self-selection, we find that debaters were more likely to graduate, more likely to meet ACT college-readiness benchmarks, and had greater gains in cumulative grade point average (GPA) over the course of high school relative to comparable peers. This is the largest evaluation study of a debate program on achievement, and these findings suggest that debate programs may offer a means to extend learning time and promote engagement with scholastic materials in a manner that translates into academic performance.”

“Participating in a policy debate program and academic achievement among at-risk adolescents in an urban public school district: 1997-2007”

Abstract:

“This study investigates the relationship between participating in a high school debate program on college-readiness in the Chicago Public School district over a 10-year period. At-risk school students were identified using an index including 8th grade achievement, poverty status, and enrollment in special education. Regression analyses were used to assess the association between debate participation and graduation and ACT performance. Overall, debaters were 3.1 times more likely to graduate from high school (95% confidence interval: 2.7–3.5) than non-debaters, and more likely to reach the college-readiness benchmarks on the English, Reading, and Science portions of the ACT. This association was similar for both low-risk and at-risk students. Debate intensity was positively related to higher scores on all sections of the ACT. Findings indicate that debate participation is associated with improved academic performance for at-risk adolescents.” 

“Positive Youth Development and Participation in an Urban Debate League: Results from Chicago Public Schools, 1997-2007”

Abstract:

“Research suggests that participation in co-curricular and extracurricular activities improves students’ academic outcomes, but less is known about the mechanisms by which these programs impact students’ educational trajectories. This study examines psychosocial factors linking participation in an urban debate league (UDL) and academic performance in a large prospective study of students in the Chicago Public Schools (N = 12,197) over a nine-year period. School, social, and civic engagement were higher among debaters than non-debaters, but mediation analysis indicated these indicators of engagement only partially explained the academic effects of UDL participation. This article discusses study implications for co-curricular programming, in particular as they relate to efforts to close racial/ethnic and socioeconomic disparities in educational attainment.”

“Participating in a High School Debate Program and College Matriculation and Completion: Evidence from the Chicago Debate League”

Abstract:

“Prior work has demonstrated that debate is associated with academic achievement in high school. Whether debate in high school is predictive of better college outcomes beyond its established relationship with promoting college readiness as indicated by the ACT is unknown. This research examines and evaluates the impact of participating in a high school debate program on college matriculation and completion. Data come from a cohort of 6,411 high school graduates from the Chicago Public School system, 26% of whom participated in the Chicago Debate League, from 1997 to 2007. Logistic regression was used to estimate the relationship between debate participation and college matriculation, type of college attended, and college graduation, with college-readiness, as indicated by performance on the ACT, examined as a mediating variable. Debaters were more likely to matriculate to college, particularly to 4-year versus 2-year institutions, than comparison students and these relationships were largely explained by debaters’ better performance on the ACT. However, debate was not associated with higher likelihood of graduating from college.”