Our Impact
Peer reviewed research shows that policy debate is one of the best things a student in middle and high school can do with their time, and it's 1/3 the cost of comparable interventions like high impact tutoring.
Students enjoy the competition and intellectual community, but its impact stretches much further. Debate teaches students how to analyze, explore and understand the world around them, and builds portable skills like research, critical thinking, and communication that are in demand for 21st century careers, and are hard to outsource or automate. The skills and persistence developed through debate directly benefit their academic life and their success in college.
Urban Debate gets results across all significant student achievement metrics, and students continue to improve their outcomes every semester they participate. The research on Urban Debate is comprehensive and compensates for selection bias, comparing urban debaters to non-debaters peers instead of the general student population.
Academics
Urban Debaters improve their GPAs every semester they participate. The average Urban Debater’s GPA is above the national college readiness benchmark (3.23 GPA), while their non-debater peers are not (2.83), and (0.66) over non-debater peers.
Anderson and Mezuk, (2015), Mezuk and Ko (2021)
While extracurricular participation negatively correlates to standardized test scores, Urban Debaters score higher, and higher than their non-debater peers across the board.
On the ACT:
+15% Reading
+15% English
+10% Math
+ 27% Science
On the SAT
+52 points (Math)
+57 point (Reading/Writing)
A year of debate is 1.68 years of ELA growth
Anderson and Mezuk (2015), Kalesnikava, Ekey, Ko, Shackelford, and Mezuk (2019), Mezuk and Ko (2021), Scheuler and Larned (2023)
Urban Debaters score 14% higher on literacy exams than their non-debater peers.
Minneapolis Public Schools Research, Evaluation, Assessment and Accountability Department 2015-2016 Report
For every debate round a student participates in, they attend one more day of school. and are less likely to be involved in disciplinary incidents than their non-debater peers. New data from MNUDL shows that Urban Debaters have 66-77% better attendance than their peers in school.
Anderson and Mezuk, (2015), Minneapolis Public Schools Research, Evaluation, Assessment and Accountability Department 2015-2016 Report
Urban Debaters are more likely to graduate on time than their non-debater peers.
90% of Urban Debaters graduate on-time, including 75% of “at risk” students.
100% of WUDL debaters graduate on time
Anderson and Mezuk (2015), Mezuk, Ekey, Shackelford, Ko, and Kalesnikava (2019)
Urban Debaters are 18% more likely to be college ready and more likely to attend highly selective institutions (HSI) than their peers.
College Attendance:
Urban Debaters: 68%
All Urban Schools: 63%
Majority/Minority Schools: 58%
Low Income Schools: 56%
+10% more likely to attend HSI than their peers.
Acceptance Rate Impacts
Debate Captains: +60%
Regional Winners: +22% – 30%
School Newspaper: +3%
Sports Captain: +5%
Class President: +5%
Ekey et al (2019), Luong (2000), Mezuk and Ko (2021)
Social-Emotional
Debaters are 3 times more likely to vote in elections and 2 times more likely to participate in social and political campaigns
Debate also reduces polarization and encourages citizens to consider evidence
Rogers, J.E. (2005), Anderson and Mezuk, (2015), Mirra, Honoroff, Elgendy, and Pietrzak (2016)
Fishkin, Siu, Diamond, and Bradburn (2021)
Debate strengthens students ability to persevere, focus, and struggle in the face of disappointment and defeat.
Fine (1999), Shackelford, Mezuk, Ekey, Ko, and Kalesnikava (2019)
87.5% of Urban Debaters analyze information better than their peers, and debaters are less likely than non-debaters to distort the truth or ignore conflicting evidence
Minneapolis Public Schools Research, Evaluation, Assessment and Accountability Department 2015-2016 Report, Rogers, J.E. (2005)
Participating in debate increases critical thinking skills by an average of 44%. Students who competed in debate performed better than students who took public speaking class on tests in skills of inference, recognition of assumptions, deduction, interpretation, and evaluation of arguments.
Allen, Berkowitz, Hunt, and Louden (1999)
Debate experience helps students interact with peers and authority figures, including across intercultural boundaries
Wade (1998), Freeley and Steinberg (2009), and O’Donnell (2009)
Debate reduces verbal aggression, increases assertiveness, and improves the communication skills (Analysis, Delivery, and Organization)
Corson (1987), Colbert (1993),
Urban Debaters, especially women, show 39% greater self esteem than non-debater peers.
Minneapolis Public Schools Research, Evaluation, Assessment and Accountability Department 2015-2016 Report, Winkler, C., Fortner, K., & Baugh-Harris, S. (2013), Billman (2008)
Debate improves time management, study habits, and organization. Surveys show that “improvement in handling stress” is one of the top 5 benefits of participating in debate.
Littlefield, R. S. (2001), Winkler, Fortner, and Baugh-Harris (2013)
Debaters relate to others, express moderate views, are more inclined to join intercultural organizations, and increase their openness to the world and others.
Rogers, J.E. (2005), Semlak and Shield, (1977), Rennels, Rogers, and Freeman (2016), Minch (2006)