Positive Youth Development and Participation in an Urban Debate League: Results from Chicago Public Schools, 1997-2007

  title={Positive Youth Development and Participation in an Urban Debate League: Results from Chicago Public Schools, 1997-2007},
  author={Susannah Anderson and Briana Mezuk},
  journal={Journal of Negro Education},
  pages={362 - 378}
Abstract:Research suggests that participation in co-curricular and extracurricular activities improves students’ academic outcomes, but less is known about the mechanisms by which these programs impact students’ educational trajectories. This study examines psychosocial factors linking participation in an urban debate league (UDL) and academic performance in a large prospective study of students in the Chicago Public Schools (N = 12,197) over a nine-year period. School, social, and civic… 

Figures and Tables from this paper

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

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

Participating in a high school debate program and college matriculation and completion: Evidence from the Chicago Debate League

Prior work has demonstrated that debate is associated with academic achievement in high school. Whether debate in high school is predictive of better college outcomes beyond its established

Debate participation and academic achievement among high school students in the Houston Independent School District: 2012 - 2015

Competitive debate programs exist across the globe, and participation in debate has been linked to improved critical thinking skills and academic performance. However, few evaluations have been able

The Role of Organized Activities in Supporting Youth Moral and Civic Character Development: A Review of the Literature

Organized activities have been championed as an important youth setting to nurture character development through childhood and adolescence, but scholars have yet to document the state of research on

Toward a Resolution for Teacher-Student Conflict: Crafting Spaces of Rigorous Freedom with Classroom Debate

This chapter investigates how teachers might turn the apparent contradiction between the rise of standards-based measures of accountability and the desire for humanizing, empowering education into a

Competitive debate as competency-based learning: civic engagement and next-generation assessment in the era of the common core learning standards

ABSTRACT As the adoption and execution of the Common Core State Standards (CCSS) have steadily increased, the debate community is presented with an opportunity to be more forward thinking and

Preliminary development of a multidimensional positive youth development scale for young rural and urban adolescents in China

This study examined the dimensionality, reliability, and validity of a Chinese version of the 5-C Model of positive youth development (PYD), originally developed in the U.S., with a sample of rural



Urban Debate and High School Educational Outcomes for African American Males: The Case of the Chicago Debate League.

This study examines whether participating in competitive policy debate influences high school completion, academic achievement, and college readiness for African American male students. The analysis

The Role of School-Based Extracurricular Activities in Adolescent Development: A Comprehensive Review and Future Directions

This article reviews the contemporary literature on school-based activity participation, focusing on patterns of participation, academic achievement, substance use, sexual activity, psychological

Impact of Participating in a Policy Debate Program on Academic Achievement: Evidence from the Chicago Urban Debate League.

Policy makers have advanced out-of-school time learning as a means to address far-reaching class and racial/ethnic disparities in high school achievement and college readiness, particularly in urban

Participation in Extracurricular Activities in the Middle School Years: Are There Developmental Benefits for African American and European American Youth?

In this study, we examined the associations between organized activity participation during early adolescence and adjustment in a large and economically diverse sample of African American and

Adolescents' participation in organized activities and developmental success 2 and 8 years after high school: do sponsorship, duration, and intensity matter?

Examination of relations between educational, civic, and occupational success in young adulthood and the duration and intensity of participation in organized activities during high school found that youths who participated inorganized activities for 2 years demonstrated more favorable educational and civic outcomes in young adult.

Intensity and Breadth of Participation in Organized Activities During the Adolescent Years: Multiple Associations with Youth Outcomes

Results revealed that youth with high initial levels of participation were more committed to school and developed more positive values towards society by Grade 11 than those who participated less, which might suggest that a high level of participation during early-to-mid-adolescence is particularly important when it comes to later outcomes.

Literacy as Social Action in City Debate

This study examines critical literacy and the intersections of oral, aural, written, and performative literate practices in City Debate, an afterschool program dedicated to providing debate

From adolescent connections to social capital: predictors of civic engagement in young adulthood.

Positive Youth Development in the United States: Research Findings on Evaluations of Positive Youth Development Programs

This article summarizes a much lengthier one that appeared in Prevention and Treatment. The earlier article grew out of a project initiated by the Department of Health and Human Services Office of