Resolved: Public high school students in the United States ought not be required to pass standard e

Resolved: public high school students in the US ought not be required to pass standardized high school exit exams to graduate. I value Quality Education. I define Quality as having a degree of excellence. I present reasons to prefer this value. 1) The resolution inherently values quality education as it is a question of how the public school systems should be run. 2) The resolution is a question of public policy and the goal of policy regarding the education system is to provide quality education. 3) The affirmative is already inherently valuing quality education since we are debating about how exit exams effect the system. The value criterion that best fits my value is the criterion of Accountability or an obligation or willingness to accept responsibility. By remaining accountable for Students educations we can lead to quality educations because we are able to help them into their path to adult hood and help them become positive contributors to out society. This links to my value in the respect that Teachers must remain accountable if their students are to properly learn. For example if your teacher tells you to read a novel for class but fails to follow through with assignments or tests you aren't properly motivated to read it correctly, whereas if said teacher made a big test on it then you would be sure to read it. This is an example of how accountability will lead to quality education. The first contention is that high school exit exams ensure that US public high school students meet basic educational standards. Standardized exit exams provide a measurement of how well or how poorly schools are preparing their students. These exams serve as a guide to what needs to be improved within an educational system. Nothing can be improved without a measurement that determines whether it is getting better or worse. Standardized tests are needed to provide an objective measurement. Standardized tests are imperfect, but they can be reliably used to measure the most basic skills, such as how well a student can read, do simple math, and writing skills. Educational policy should take into account how well those basic skills are taught. They are reliable in the sence of measuring whether a person is functional in moving on in life with a proper education. Jacob Chandler explains "If we are to remove exit exams from the school systems there is no way to ensure that students are being taught the basic knowledge that will allow them to progress in life. Furthermore, standardized tests and the net results for schools and districts have become more important in recent years as Richard P. Phelps explains. "Finally, it is possible to align instruction with the curriculum guide, content standards, and so forth (depending on the terminology used to describe the valuable student outcomes in a particular locale). And, it is obviously desirable that any high-stakes test be closely aligned with the curriculum or content standards it purports to assess. Thus, it would neither be a coincidence" nor inappropriate" if the well-aligned instruction and testing bore a strong resemblance to each other. This is sometimes mistakenly referred to as teaching to the test where the more accurate (and supportable) practice should probably be distinguished by use of a different descriptor, such as teaching to the standards or similar. " Thus we can see that exit exams are ensuring that teachers are instructing students on the necessities they need need to learn. Secondly Governments are able to help schools based off of these high school exit exams. By staying with the administration of exit exams we ensure that teachers are teaching students basic skills that will help them throughout their life. Through exit exams we can monitor a schools educational system because if their score drops low enough the government can reform the system an example of this is, child left behind and many other programs. The federal law, No Child Left Behind, outlines the degree of improvement that schools should make in student achievement on standardized tests each year. This federal law also stipulates the consequences for schools and districts that do not reach annual improvement goals. Thus you negate. Moving On to my opponents case. Their Value is justice however their definition is conforming to the standard of right behavior however wether or not there are exit exams do not necessarily condone right behavior. Furthermore I already applied 3 warrants as to why my value precedes theirs. Thus you must look towards my value. My opponent does not provide a criterion thus we can never deduce when we are justice or how through what mechanism we can achieve it through thus my case precedes his. I address and negate his contention by saying they do not measure intelligence but basic educational standards thus his argument does not stand. furthermore if a student cannot pass a measure of basic educational standards they would not have received the grades of high achievement and even if they fail they can retake the test any number of times. Contention 2 provides no solvency no exit exams will not eliminate dropouts and as I stated before these are only basic skill tests if they cannot pass basic 8th grade English and 9th grade math they will obviously not pass the 12th grade. contention 3 as i stated with my card by Phelps it is preferable to align standards with this test and furthermore we need the fundamental skills the exit exam test you cannot take chem without knowing basic algebraic expressions. As i state all of his points are void and i win this debate because 1. he cannot necissarily uphold justice by using exit exams and all of his contentions are void based off of the arguments i gave him i urge an affirmative ballot.