Participating in a Policy Debate Program and Academic Achievement among At-Risk Adolescents in an Urban Public School District: 1997-2007

Autor/inn/en	Anderson, Susannah; Mezuk, Briana
Titel	Participating in a Policy Debate Program and Academic Achievement among At-Risk Adolescents in an Urban Public School District: 1997-2007
Quelle	In: Journal of Adolescence, 35 (2012) 5, S.1225-1235 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0140-1971
DOI	10.1016/j.adolescence.2012.04.005
Schlagwörter	At Risk Students; Program Effectiveness; Adolescents; Public Schools; School Districts; Debate; Poverty; Correlation; High School Students; College Preparation; Grade 8; Academic Achievement; Regression (Statistics); Special Education; Benchmarking; College Entrance Examinations; Identification; Graduation; English; Reading Achievement; Science Achievement; Scores; Illinois; ACT Assessment + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Public school; Öffentliche Schule; School district; Schulbezirk; Debating; Streitgespräch; Armut; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 08; 8. Schuljahr; Schuljahr 08; Schulleistung; Regression; Regressionsanalyse; Special needs education; Sonderpädagogik; Sonderschulwesen; Aufnahmeprüfung; Identifikation; Identifizierung; Abschluss; Graduierung; English language; Englisch; Leseleistung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	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 high school (95% confidence interval: 2.7-3.5) than non-debaters, and more likely to reach the college-readiness benchmarks on the English, Reading, and Science portions of the ACT. This association was similar for both low-risk and at-risk students. Debate intensity was positively related to higher scores on all sections of the ACT. Findings indicate that debate participation is associated with improved academic performance for at-risk adolescents. (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10