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

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

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