ERIC Number: EJ1437782
Record Type: Journal
Publication Date: 2024
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1539-9664
EISSN: EISSN-1539-9672
Resolved: Debate Programs Boost Literacy and College Enrollment
Beth E. Schueler; Katherine E. Larned
Education Next, v24 n3 p52-59 2024
In this article, the authors sought to discover if participation in formal debate programs translates into better academic achievement and attainment for students. First, individual debaters' reading and math test scores over time were looked at and students were compared to themselves in years when they did and did not participate in debate. The research also examined how debate affected high-school graduation and postsecondary enrollment by comparing debaters to similar peers who attended schools that did not offer debate. Findings provide policymakers with a rare promising strategy for reducing inequality in reading achievement, analytical thinking skills, and educational attainment during students' high-school years.
Descriptors: High School Students, Debate, Graduation Rate, College Enrollment, Reading Achievement, Outcomes of Education, Student Participation
Education Next Institute, Inc. Harvard Kennedy School, Taubman 310, 79 JFK Street, Cambridge, MA 02138; Fax: 617-496–4428; e-mail: Education_Next@hks.harvard.edu; Web site: https://www.educationnext.org/the-journal/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts (Boston)
Grant or Contract Numbers: N/A