Our Theory of Change
Perspectives seeks to change the lives of young people through education, philosophy debate.
Our chief belief is providing a quality education to students from diverse socioeconomic and cultural backgrounds. Through the process of interaction and debate, students learn from each other and broaden their perspectives on the pressing social, economic, political, and environmental issues of our time.
We believe that debate is intrinsically valuable because it engages students in active, open-ended learning environments. Students who are disinterested become enlightened; students who are normally shied are encouraged to speak; and students who feel powerless gain confidence in their abilities.
The benefits are boundless: students become more active classroom participants and take interest in higher education. Because of their debate involvement, they are more attractive candidates for college, and many are able to earn debate scholarships. In the future, they use their debate skills as community advocates, public officials, civil rights lawyers, and America's leaders.
Perspectives' model is unique in the following:
- Economic diversity. Students from Perspectives programs have come from families earning less than $5,000 a year to families with more than several millions in net worth. Perspectives programs are places where students are not bounded by residential segregation but instead can form a genuine community of education-minded peers. By contrast, many debate and other youth enrichment programs have catered solely to the economically disadvantaged or the affluent, with few programs that have significant representation from all groups.
- Debate collaboration. Perspectives does not have its own debate league; rather, it seeks to collaborate with existing leagues and tournaments to give students a wide range of experiences and opportunities. Perspectives has arranged discounted and waived registration fees with several partnering tournaments, and sponsors students to attend a multitude of debate forums.
- Volunteerism. Perspectives has a network of more than 200 college-age volunteers who volunteer at Perspectives events throughout the year, the majority of whom are former debaters themselves.
- Private philanthropy. Perspectives is 100% privately funded and does not receive any governmental or public assistance, including school district funds. Perspectives believes that through engaging the private sector and its vibrant philanthropists, foundations, and giving individuals, Perspectives can bring vital outside funds into the debate community.
Our Theory of Change is based on seeking four outcomes:
Increase high school achievement
A 2004 study by Professor Linda Collier, funded by the Open Society Institute, tested 209 debaters and 212 non-debaters at 27 urban high schools at the beginning and at the end of the school year, using a standardized reading test designed to meet the requirements of the No Child Left Behind legislation. The report found that reading scores of all 421 students increased over the year, but that scores for debate students increased 25 percent more than non-debate students over the course of a single year. In other words, debate can be a great tool for schools to boost student test scores through an enjoyable, participatory activity.
Create a safe learning environment for students and boost youth morale
When First Lady Laura Bush visited Atlanta, a leading city for urban debate, she remarked: "Anyone who has raised a teenager knows that they are searching for ways to express themselves. Unfortunately, some teens turn to anger or violence...Debate is a healthier option, safer for children and for their communities. Students learn what it's like to be on a team, a lesson much better learned in the classroom than in a gang. They learn to see both sides of an issue, which helps them diffuse potentially dangerous situations. Debaters learn how to identify a good argument and reject a bad one, so they're better equipped to deal with the hazards of negative peer pressure. [Debate] encourages students to value their own opinions, which leads to increased self-awareness and higher self-esteem..."
In addition to the benefits of receiving support from their debate team where it may be missing at home, participation in debate empowers youth to believe they can succeed. As Warner and Bruschke (2001) report: "The interaction between students from all economic levels can increase understanding and common ground, making it less likely that [they] will misunderstand others due to a lack of contact. More basically, when students from urban schools debate against elite high schools and win, the students learn that victory is possible and that economic disadvantages can be overcome."
Bridge the gap to college
In 2005 in Philadelphia, 71% of public school students are economically disadvantaged. The connection between economic disadvantage and education attain is all too clear: only 42.9 percent of students graduate from high school. Far less go onto college.
Debate builds bridges in three ways. First, students gain the academic skills to become prepared for college. Students learn research, writing, and readings skills; improve their public speaking, presentation, and oration abilities; and learn how to engage in academic discussion and dialogue at a higher level. Second, students become immersed in a debate community that values education. "Debate can offer a sense of solidarity as students meet and compete against other students "like them." In fact, a peer group that values education can be one of the most important influences on a first generation student's chances of success in college" (Macy, 2000). Third, students compete at college campuses, meet judges who are current college students, and gain real exposure and connection to college students. These connections are often lasting bonds and incentivize students to take interest in higher education.
Build a foundation for civic leadership
As Warner and Bruschke (2001) writes: "Academic debate facilitates the development of students as social critics because of its policy oriented and research intensive nature. Students are directly debating questions of policy, and evaluating the effectiveness, morality, and desirability of different governmental actions and the possibility of non-governmental alternatives." As a result, students who debate are more civic-minded than their peers and likely to pursue service throughout their lives.
A 1999 study by the National Forensics League found that 60 percent of those elected in the U.S. Congress had formal debate experience. As Senator Arlen Specter wrote in a letter to Perspectives: "High school and college debate gave me the best educational experience in my academic career. It taught me research, analysis, organization and public speaking all at one time. I heartily recommend it to every high school and college student."
Sources
We are greatly indebted to the National Association of Urban Debate Leagues, whose work has pioneered research, collaboration, and a national movement for debate awareness. In addition, the Associated Leaders of Urban Debate has compiled a list of success stories and evidence on the impact of debate. In addition, a number of studies have been done in recent years documenting the successes of urban debate programs. Most of the information in this section is extracted from:
Arbenz, Casey and Sylvia Beltran. "First affirmatives, first negatives, and first generation students: High school debate as a means of creating opportunities." Department of Communication, California State University, Fullerton.
Barber, I. "Agreeing to disagree." Open Society News (1998): 14-15.
"Impact of Debate." National Association of Urban Debate Leagues. www.naudl.org/impact
Macy, B. "Encouraging the dream: lessons learned from first-generation College Students." The College Board Review (2000): 36-40.
Soros Foundation Open Society Institute. Youth Initiative: Debate.
http://www.soros.org/initiatives/youth/focus_areas/urban_debate
Warner, Ede and Jon Bruschke, Ph.D.s. "Gone on Debating: Competitive Debate as a Tool of Empowerment for Urban America." Submitted to the Urban Debate League Panel at the Western States Communication Association Conference, 2001.