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.