An argument for how to engage students and narrow achievement gaps: Let them debate – CommonWealth Beacon

Closing the Achievement Gap in Massachusetts K-12 Education Through Policy Debate

Introduction

Massachusetts has historically been a leader in K-12 education but continues to face challenges in closing the achievement gap between lower-income students and students of color compared to their white and more affluent peers. The COVID-19 pandemic exacerbated this issue, with Massachusetts experiencing the largest widening of the achievement gap among states studied by researchers at Harvard and Stanford.

Policy Debate as an Effective Strategy

A promising and research-backed strategy to address this persistent gap is participation in policy debate programs. These programs not only engage and energize young people but also help them develop critical skills essential for success in high school and beyond, aligning with several Sustainable Development Goals (SDGs), including Quality Education (SDG 4) and Reduced Inequalities (SDG 10).

Boston Debate League: A Model Program

• Over 700 students from 40 schools in Boston, Cambridge, Somerville, Chelsea, Everett, and Malden participate in afterschool policy debate.
• Focuses on students from historically underserved backgrounds, including Black and brown students, lower-income communities, English language learners, immigrants, and those with individualized educational plans.
• Encourages rigorous text analysis, collaboration, and critical thinking about real-world problems.

Research Findings on Impact

A 2023 study by the University of Virginia and Harvard University analyzed data from 3,515 Boston Public Schools students who participated in the Boston Debate League (BDL) from 2008 to 2017, compared with a control group of non-participants. Key findings include:

1. Significant gains in English Language Arts achievement on the Massachusetts Comprehensive Assessment System (MCAS), particularly in critical thinking and analysis questions.
2. Ninth-grade debaters starting in the lowest performance quartile made the greatest progress, equivalent to two-thirds of a full year of additional learning.
3. Increased likelihood of high school graduation and enrollment in post-secondary education.

The study highlights policy debate as a rare and effective program with high potential to reduce educational inequality, supporting SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities).

Educational and Community Engagement

The Boston Debate League, founded in 2005 and part of a national network of urban debate leagues, provides access to debate for students who traditionally lack such opportunities. The program also supports nearly 250 educators annually by integrating debate-inspired instructional practices across various subjects, including English, science, history, and math. These practices foster critical thinking, evidence-based argumentation, and multiple perspective analysis, essential skills for college and career readiness.

Challenges and Recommendations for Scaling

• Despite its proven benefits, debate programs largely rely on philanthropy, fees from participating schools, and limited state funding.
• To expand access, the state legislature should prioritize funding for less-resourced school districts to incorporate policy debate and debate-inspired teaching practices.
• Additional funding should be directed to public higher education institutions to train new educators in debate-based instructional methods.
• Scaling these programs aligns with SDG 4 (Quality Education) by promoting inclusive and equitable education for all students.

Conclusion

Massachusetts has recently committed to expanding educational opportunities through initiatives such as free community college for all residents. A modest investment in debate programs, supported by robust research demonstrating their impact on underserved student populations, represents a strategic and effective approach to advancing educational equity and success. This aligns with the broader goals of sustainable development by fostering inclusive, equitable, and quality education (SDG 4) and reducing inequalities (SDG 10).

Author Information

Jackney Joseph is Managing Director of External Affairs at the Boston Debate League. She has participated in the Civic Action Project and CommonWealth Beacon’s New Voices training program on effective op-ed writing.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on improving educational outcomes, closing achievement gaps, and increasing high school graduation and post-secondary enrollment rates.
2. SDG 10: Reduced Inequalities
   • The article highlights efforts to reduce educational inequality among lower-income students and students of color compared to their more affluent peers.

2. Specific Targets Under Those SDGs

1. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including critical thinking and problem-solving skills.
2. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.

3. Indicators Mentioned or Implied to Measure Progress

1. Indicators for SDG 4 Targets:
   • Proficiency scores in English Language Arts (ELA) on the Massachusetts Comprehensive Assessment System (MCAS), especially critical thinking and analysis questions.
   • High school graduation rates among students participating in debate programs versus non-participants.
   • Post-secondary enrollment rates for students involved in debate activities.
   • Participation rates in debate programs among historically underserved student groups.
2. Indicators for SDG 10 Targets:
   • Reduction in the achievement gap between lower-income students and students of color compared to their white and more affluent peers, as measured by standardized test scores and graduation rates.
   • Access and inclusion metrics for extracurricular activities like debate among marginalized groups.

4. Table of SDGs, Targets, and Indicators

Source: commonwealthbeacon.org