A running joke in the Indian community is when a child is born, the parents are asked, "Doctor or Engineer?" Considered to be the only two good pathways for a good lifestyle, parents often quite literally ignore every other option, and with this ignorance, they disregard the classes that pull the GPA of their children down. And oftentimes, this refusal to put their children in classes that might be helpful just because of a number on a piece of paper leads to a loss of a program that cultivates critical thinking, leadership, and the mere ability to speak with influence: speech and debate.

In Cypress Fairbanks Independent School District, all four years of debate in high school are marked on-level, meaning that if students take the class, their GPA and class rank get pulled down automatically. Furthermore, the lack of people taking the class leads to more and more funding cuts, creating a cycle of disrepair for the program. However, it's not just in one school district; rather, this is emulated in high schools across the United States. An increased focus is put on STEM and history classes, shoving speech and debate to the side as it is viewed "non-essential" in the current job market.

The mechanics of this system are insidious. When debate classes are weighted the same as standard courses while AP classes receive GPA boosts of 0.5 or 1.0 points, students face a harsh calculation: taking debate could mean falling out of the top ten percent of their class, affecting automatic admissions to state universities and scholarship eligibility.

But sadly, it is not just the fact that school districts alienate the debate program from students, but that parents do as well. The pressure to maintain high GPAs and class ranks affects students across all backgrounds. Whether it's immigrant and first-generation Asian parents, suburban families competing for admission to flagship universities, or any parents invested in their child's academic success, the reaction is often the same: sneering at speech and debate for lowering their child's GPA, driving them away in fear of not being at the peak of the school ranking system. A desire to keep children in STEM programs becomes the shining light to the pathway perceived as safe and successful. And in this process, debate is left at the side for the few brave enough to take the plunge with their GPA and face potential pushback from parents for dropping in class rank.

While the "Doctor or Engineer?" joke highlights specific cultural pressures, the anxiety about class rank is universal. Parents across all backgrounds worry their child won't make top 10% cutoffs for university admission or won't be competitive for scholarships. In an increasingly competitive college landscape, every tenth of a GPA point seems to matter.

But is debate really that detrimental to a child's progress? Numberwise: yes. However, when the life skills that speech and debate provides come into play, it quickly outclasses other high school classes. Simply put, the GPA and class rank that debate drops, it more than makes up for tenfold with the experience it gives students.

Traveling to and competing at tournaments, whether in extemporaneous speaking or policy debate, creates bonds with teammates simply because you spend hours competing, debating, and speaking together. There is nothing that beats speaking to an audience when you received the topic thirty minutes ago, or arguing a resolution to a parent judge and providing insight on something you probably wouldn't be qualified to discuss day-to-day. This feeling is unique to speech and debate, and ultimately lost when we pursue achievement in a numbers game instead of mastery of life skills.

In Congressional Debate, students learn parliamentary procedure—skills applicable to law and civic engagement. In Public Forum and Lincoln-Douglas, they learn to construct and deconstruct arguments on complex questions. These skills translate directly to professional presentations, interviews, and leadership roles.

So when we come back to the alienation of debate from academics, it becomes crucial that we consider how we as a society push away one of the best tools for growth in America—a solution that prepares us for thinking about how government, economy, and social issues affect us—all in favor of a small point increase. 

The Solution

Fixing the systemic alienation of debate requires action from everyone in the forensics community. Here's what can be done:

What School Districts Can Do

The most direct solution is for districts to grant debate classes the same weighted credit as honors courses. Many districts already weigh performing arts and journalism—debate deserves the same recognition. Districts could offer both on-level introductory debate and weighted advanced/competitive debate courses, similar to how they handle other extracurriculars.

Some schools already do this, but not all. It is time to change that.

What Parents Can Do

Parents concerned about college admissions should know that success in debate—particularly earning bids to the Tournament of Champions or qualifying for NSDA Nationals—is viewed extremely favorably by admissions officers. If your district weights debate as on-level, organize with other debate parents to petition the school board for policy changes.

Support your child's passion for debate even if it means a slightly lower class rank. The communication and analytical skills from debate last a lifetime, and the narrative that class rank trumps all other factors is increasingly outdated at selective colleges that practice holistic admissions.

What Students Can Do

If your parents are hesitant about debate's impact on your GPA, come prepared with evidence. Show them college admissions profiles of successful debate students and demonstrate how debate has improved your skills in research and time management. Keep detailed records of your tournament results and hours invested—this documentation helps with college applications and shows parents the genuine academic work involved.

If other students face similar GPA-related pressure, organize together to present a unified case to school administrators. Student voices matter in school board meetings.

What Coaches and Tournament Directors Can Do

Debate coaches should regularly present data to school administrators about student outcomes and the academic rigor of the program. Host public debates, invite school board members to tournaments, and ensure that debate achievements are celebrated like athletic or academic successes. Create informational materials explaining what competitive debate involves and why it deserves weighted credit—many parents' opposition stems from not understanding the activity.

Moving Forward

The alienation of speech and debate from mainstream academics isn't inevitable—it's a policy choice that can be changed. Every stakeholder in the forensics community has a role to play in ensuring students don't have to choose between their passion for debate and their academic standing.

Because when a student stands up in a debate round and articulates complex arguments, they're not lowering their class rank. They're building the capabilities that will define success in the 21st century—regardless of whether they become a doctor or an engineer.