Minnesota Urban Debate League: An Overview

Preparing Urban Students for Academic Success in Middle School, High School and Beyond

WE SERVE over 750 students at 40 middle

and high schools in Minneapolis and St. Paul and are a

program of Augsburg College. Students are a reflection of the school districts we are active in.

MINNEAPOLIS HIGH SCHOOLS:

MISSION To empower students to become engaged learners, critical thinkers, and active citizens who are effective advocates for themselves and their communities.

Patrick Henry, North, Roosevelt, South, Thomas Edison, Washburn

MINNEAPOLIS MIDDLE & K-8 SCHOOLS: Andersen, Anishinabe, Anthony, Anwatin, Barton, Field, Folwell, Jefferson, Lake Harriet Upper, Lake Nokomis/Keywaydin, Marcy, Northeast, Olson, Ramsey, Sanford, Seward

ST. PAUL HIGH SCHOOLS: Como, Central, Gordon Parks, Harding, Highland Park, Humboldt, Johnson, Washington Technology Magnet

ST. PAUL MIDDLE SCHOOLS: Capitol Hill, Highland Park Jr., Laura Jeffrey Academy, Murray, Washington Technology

WE PROVIDE • CURRICULUM AND MATERIALS for each school’s program • RECRUITING, TRAINING & SUPPORT for teachers and coaches • TRANSPORTATION to and from local and state wide tournaments • TOURNAMENT ESSENTIALS –supplies, judges, and meals for volunteers and participants– as well as running 6 core high school tournaments, 12 middle school tournaments, and 7 community leadership intiative tournaments • OUR RESIDENTIAL SUMMER DEBATE INSTITUTE held each year at Augsburg College • CONNECTION TO MENTORS & EXPERIENTIAL LEARNING in the legal and business fields

THE PROGRAM IN ACTION HIGH SCHOOL Practice twice a week and up to 14 weekend tournaments

MIDDLE SCHOOL Practice 1-2 times a week, with 4 tournaments from January - March.

HIGH SCHOOL AND MIDDLE SCHOOL Summer Debate Institute at Augsburg College (1-3 weeks)

COMMUNITY LEADERSHIP INITIATIVES Spanish Language Debates, Somali Debate Program, Girl’s Leadership Programming & Debates

OUTCOMES Where debaters are 42% more likely to graduate high school than non-debaters, AfricanAmerican male debaters are 70% more likely to graduate high school than African-American males who do not debate.

After two years of debate, Latino 12th graders debaters reach and surpass the overall average. African-American debaters cut the gap by more than 50%.

Debaters are 34% (English) and 74% (Reading) more likely to achieve key ACT college readiness benchmarks

5 Year Longitudinal, Peer Reviewed Study Proves Debate Is Highly Effective in Closing Achievement Gap in Graduation Rates and Test Scores -(Dr. Brianna Mezuk, JNE, October 2009).

after just two years in debate.

Mean 12th Grade GPA Per # o f rounds Debated

3.6 Overall

3.1

Latinos

African-­‐ Americans

2.6 2 5 10 15 Dr. Brianna Mezuk, JNE, October 2009

Dr. Brianna Mezuk, JNE, October 2009

Dr. Brianna Mezuk, JNE, October 2009

RESEARCH MPS was able to document that the MNUDL was the first out of school

time program to move the needle on MCA reading comprehension scores, helping to close the gap in standardized test scores.

•

Qualitative findings suggest students increase their self-confidence and resiliency.

MPS Found: “When asked how they had changed as a result of participating in UDL, students repeatedly reported that participating in UDL made them feel more confident…

Students also described learning to overcome setbacks because of participation in debate.”

•

Students increased their critical thinking skills.

“Many students reported that UDL improved their analyzing and critical thinking skills. Students described improving their ability to see different perspectives on an issue, pick arguments apart, and create better arguments.

A number of students cited improvements in their reading speed and comprehension. Individual students also noted other academic changes from participating in debate such as improving their grades, developing an interest in history, and improving their vocabulary and organizational skills.”

“I joined to step outside of my comfort zone. The media makes it seem that it’s only for the elite. I wanted to defy that logic [stereotype]. I want to better represent my community. That’s one of the many reasons I wanted to join debate.” -MNUDL Debater (Pg 17, MPS 2014 Research Report)

CIVIC ENGAGEMENT Recent research finds that debaters had higher

statistically significant scores than non-debaters in civic and social engagement. Specifically, debaters are more likely to answer “yes” to the following: • Everyone has a responsibility to be concerned with state and local issues.

• I have a responsibility to be actively involved in community issues • I expect to be involved in improving the community • I have good ideas for programs and projects that would help solve community problems.

They also had higher scores than non-debaters on social competence: • I’m good at helping people • I’m good at taking turns and sharing with others • I listen carefully to what other people say to me • I can always find a way to help people end arguments

“Regardless of the association between debate and academic achievement...

UDL participation may have important and long-lasting social benefits to communities independent of its apparent positive impact on student academic performance.”

-JNE Positive Youth Development and Participation in an Urban Debate League: Results from Chicago Public Schools, 1997-2007. Susannah Anderson and Briana Mezuk. Summer 2015.

FAMOUS DEBATERS Media Law, Politics, and Entertainment, debate is everywhere! The tools a debater learns can be used in so many ways.

THEORY OF CHANGE SOCIAL AND EMOTIONAL RESILIENCY: The competitive aspect of tournaments fosters a spirit of grit within students, as debaters must learn to persevere through initial early season defeats and losses. As the season progresses and students hone their skills, they gain confidence in both their personal as well as technical abilities.

Through victory students learn if they work hard at a particular task, they’ll succeed; and this in turn prepares students to embrace difficult life challenges and fosters an attitude of resilience in the face of setbacks.

Students develop this skill set within the supportive atmosphere of their team, guided by their coach.

BUILDING THE DIVERSITY PIPELINE LAW FIRMS IN GROWING NUMBERS RECOGNIZE THE VALUE OF DIVERSITY. Many firms also recognize the importance of reaching students in their own community at an early age. Urban Debate Leagues (UDLs) are the best source for accessing students who have learned the critical skills of effective communication, preparation, organization, teamwork, and the ability to analyze ideas, formulate arguments, and distill thoughts MNUDL Debaters at a recent High School Celebration event with certificates of achievement.

into articulate presentations.

Across the country UDLs are building a track record as a pipeline to the legal profession and as one of the only extracurricular activities

“We will soon see, thanks in large part to urban debate, an increasing number of talented, hard-working, and highly successful minority students matriculating at law schools and entering the legal profession.”

-Professor Lawrence Tribe, Harvard Law

that that trains students in civic literacy and an understanding of policy making and law.

The Minnesota Urban Debate League has partnerships with the Minnesota State Bar Association, Hennepin County Bar Association and the Minnesota Justice Foundation. These partnerships bring lawyers and prospective lawyers into classrooms through debate judging, student mentoring, and coaching debate teams.

The MNUDL also works with individual firms to host Urban Debate League Fellows (paid internships) as well as roundtable discussions connecting girl debaters with women lawyers to learn about careers in the legal field.

A NATIONAL NETWORK OF URBAN DEBATE LEAGUES 21 LEAGUES FROM ACROSS THE COUNTRY – LA TO NYC AND MANY CITIES IN BETWEEN. NAUDL hosts a national championship each year and is a hub for the diverse range of UDLs across the country.

We are proudly affiliated with their network of future changemakers.

The MNUDL, a full program of Augsburg (since 2009) is funded through a mix of foundations, corporations, law firms, individual donors and the Minneapolis and St. Paul school districts.

Courtesy of the NAUDL

THANK YOU. We have lots of opportunities to get involved with the MNUDL: To stay up-to-date on all things MNUDL, please join our facebook community: facebook.com/MNUDL