The BUDL Effect: Examining Academic Achievement and Engagement Outcomes of Preadolescent Baltimore Urban Debate League Participants

Autor/in	Shackelford, Daniel
Titel	The BUDL Effect: Examining Academic Achievement and Engagement Outcomes of Preadolescent Baltimore Urban Debate League Participants
Quelle	In: Educational Researcher, 48 (2019) 3, S.145-157 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shackelford, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X19830998
Schlagwörter	Academic Achievement; Extracurricular Activities; Debate; Elementary School Students; Middle School Students; Preadolescents; Urban Programs; Urban Schools; Public Schools; Program Effectiveness; Learner Engagement; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Schulleistung; Außerunterrichtliche Aktivität; Debating; Streitgespräch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Pre-adolescence; Präadoleszenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule
Abstract	This study adds to the limited literature base on extracurricular debate by using doubly robust inverse probability treatment weighting to estimate the average treatment effect for the treated of preadolescent debate participation on a variety of academic and engagement outcomes among a 10-year longitudinal sample of Baltimore City Public School System students. The effect of preadolescent Baltimore Urban Debate League participation for debaters was associated with increases in standardized test scores, a decreased likelihood of chronic absenteeism, and an increased likelihood of attending a selective entrance criteria high school. Although there is a mounting body of research that suggests participation in debate is associated with increases in positive outcomes for high school students, this research constitutes the first quantitative study to examine these relationships among elementary and middle school students. Policy implications for educational interventions that seek to attract low-income students of color in urban areas and influence their trajectories at earlier stages of student development are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01