Abstract
Competitive debate programs exist across the globe, and participation in debate has been linked to improved critical thinking skills and academic performance. However, few evaluations have been able to adequately address self-selection into the activity when examining its impact on achievement. This study evaluated the relationship between participating in a debate program and academic performance among high school students (N=35,788; 1,145 debaters and 34,643 non-debaters) using linked debate participation and academic record data from the Houston Independent School District. Academic performance was indicated by cumulative GPA and performance on the SAT college entrance exam. Selection into debate was addressed using propensity score methods informed by sociodemographic characteristics and 8th grade standardized test scores to account for pre-debate achievement. Debate participation was associated with 0.66 points (95% Confidence Interval (CI): 0.64, 0.68) higher GPA, 52.43 points (95%CI: 50.47, 54.38) higher SAT Math, and 57.05 points (95% CI: 55.14, 58.96) higher SAT Reading/Writing scores. Findings suggest that competitive debate is associated with better academic outcomes for students. Key words: Achievement, program evaluation, testing, observational research, after school/co-curricular.
Highlights
There are persistent gaps in academic achievement and college-readiness in urban, public school districts, especially among lower income and minority students (Banerjee, 2016)
Nearly two-thirds of the sample was Hispanic/Latino and three-quarters qualified for free/reduced lunch, a proxy indicator of socioeconomic disadvantage. This is consistent with the overall demographics of the HISD (Houston Independent School District, 2021), indicating that our sample was representative of the district as a whole
Competitive academic debate programs exist in thousands of communities around the globe, including recent growth in urban school districts in the United States (International Debate Education Association, 2017)
Summary
There are persistent gaps in academic achievement and college-readiness in urban, public school districts, especially among lower income and minority students (Banerjee, 2016). Policy makers and educators have advanced extracurricular learning to address these achievement disparities (Marsh and Kleitman, 2002). There is limited quantitative evidence supporting the effectiveness of extracurricular programs at improving academic outcomes for lower income and/or minority secondary school students, especially regarding collegereadiness. Research is needed in districts that predominantly serve Latino/Hispanic students, the fastest growing group in K-12 schools (US Department of Education, 2020).
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
