High school debate has long been considered one of the “great equalizers” among high school students. Studies have shown that while only 50 percent of urban high school students graduate, ninety percent of urban high school debaters graduate. These students also get into better colleges, and perform better once they arrive. Debating helps high school students achieve success in universities and in the workforce. Urban debate has become a crucial element for students in underprivileged neighborhoods. Debate eliminates all social barriers and focuses strictly on skill, knowledge, performance, organization, and readiness. It is a level playing field for all individuals, and provides every teen the opportunity to succeed.

Luckily, urban debate is on the rise. Teachers see an opportunity for urban students that they otherwise may never have. Urban debate programs have doubled in recent years to include over 10,000 students and more than 600 participating schools. Debate provides an opportunity for urban students to: develop reasoning and logic skills, study important social and global issues, train their voice through public speaking, learn how to construct a thoughtful and well-planned argument, understand rhetoric, learn how to deconstruct an opponents’ argument, and develop an aptitude for critical thinking. These positive attributes help urban students succeed in their future careers.

Argumentation itself is considered “a powerful way to gain knowledge.” In order to impress a judge with an argument, a student must be presentable, poised, knowledgeable, and well prepared. Studying global topics helps urban students engage in their other core classes. These students become equipped with the ability to think analytically, diligently research, and easily present oral projects. Former US Secretary of Education Arne Duncan has stated, “The experience of competing on an urban debate team boosts your college readiness—and your chance to succeed in life.” Urban students are introduced to important subjects that will help them later in life, such as: financial literacy, public policy, global events, social issues, and political matters.