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

My opponent is not very clear on what he is trying to say, so I would like to ask him politely if he could be a little clearer. Ok, so in this round, I will begin by defending my case, then moving onto attacking my opponents. My opponent states that I have dropped many arguments, but I have not. He is just misinterpreting everything. My opponent basically says that people aren't due rights. But that is not true. People are born with three inalienable rights: the right to life, liberty, and the pursuit of happiness, stated in our own constitution. So OF COURSE we have rights. Moving to my VC, my opponent says that my VC cannot be upheld as kids with special needs are being held to the same standard as kids with a 4.5 GPA. My opponent has clearly misinterpreted my VC. My VC is maximizing educational equality, which means allowing all students to have a more equal chance at education. This works for my side because taking out exit exams will maximize educational standards. Many students are at a disadvantage with exit exams, such as minorities, as I stated in my second contention. My opponent says I dropped his attack on my first contention, but there WAS NO ORIGINAL ATTACK on my first contention, so he was not allowed to bring it up again. But I will still address his argument, showing that he wasn't supposed to bring it up again, but I am still able to provide arguments refuting his. He states that exit exams do not measure intelligence but basic educational standards. HE HAS NOT EVIDENCE TO BACK THIS UP. Plus, as I said earlier, we need more than just the basic educational standards to survive in the real world. I have brought this point up numorous times in the debate, but he still has not directly addressed it. As I said in my AC, we need more sophisticated skills, and the ones being measured on the exit exams just aren't enough. Therefore, they prove to be useless. With his address on my second contention, he states that if we remove exit exams, high school dropouts will not be eliminated. I never said that high school dropouts will be eliminated. I only said that the number of dropouts will be reduced, as students are intimidated by the exit exams. He also does not have evidence to back himself up. He states that he doesn't need evidence as this is a "solvency argument", but you need evidence for any kind of argument. Clearly, my opponent does not have evidence and is just trying to avoid this. My opponent states that I did not address his attack on my third contention, but I did. I will mention everything again, to clarify for my opponent, as he clearly did not understand. He says that "if they cannot pass this ext exam, they don't pass high school". I think by this he meant that if they don't pass the exit exams, they wouldn't have been able to pass high school anyway. Well, doesn't he just prove that the exit exams are redudant and that we don't need them. Plus, many people have trouble taking exit exams, and high stake tests in general. The exit exams create stress in students, which makes it harder for them to get higher scores. If we were just looking at regular end-of-course exams or regular tests in general, they aren't so high stake, so people get less stressed out and do better. Now moving onto my opponent's case... My opponent drops my argument on his value, only stating that the warrant states that the AFF side already values quality education. But in his NC, he states that the "resolution" already values quality education. I think he mis-typed it, so I will address the second one. The resolution values quality education, so in order to have quality education, you need justice to provide it. It would only be "just" if we all had an equal chance at education. Therefore, you need my value to acheive his value. My opponent's VC is accountability. But he did not address my previous agrument, so I'm going to extend that argument across the flow. You cannot hold teachers, schools, or facilities accountable based on ONE SIMPLE TEST. This one test cannot determine if it is "good" or "bad". It's one test, and doesn't show anything. My opponent says I do not address his cards, but I have. Again, there is no point in testing students if they have the basic skills, as they have already been taught these skills in regular classes. He states that students are being tested on 8th grade English and 9th grade math, so when they're in tenth grade and such, shouldn't they have mastered these "basic" skills, and don't they need more than that to be able to succeed in society? I do agree that exit exams teach basic eduational standards, but I never said this was "preferable". I said that this wasn't enough, and that the exit exams are useless. My opponent does not address my attack on his second contention, saying that I "dropped" his cards on the first contention that say the opposite, but what he says in his first contention has nothing to do with what he states in his second contention. Therefore, he is avoiding my argument, so has inherently dropped it. He cannot bring it up again in his next speech. For all these reasons, I strongly urge an affirmation in today's round. =)