Public HighSchool Students of the U.S. ought not be required to take a standardized exit exam to g

At least I understand at this point (sans any detailed notes in the instigator's post) how this needs to go down. I do not need any CX time, so does my opponent want me to take a knee in the next RD, or what? I figure that since I posted case in RD 1, we can just continue after I answer these questions. Also, I'm not sure what he means by "answer this 'by LD rules.'" Clearly, I know the format, so I'm just gonna answer the questions... How does Justice relate to the resolution? A: Justice relates to the resolution, as I clearly stated in my affirmative case, because the US is very clear about the distribution of education. Since the US is a meritocracy (our entire economy is based on this principle, and so many of our social ideals flow through the concept), each citizen must have equal access to the skills and content that states have set down as "education." Hence, each person is due this education by the state. We are attempting to achieve this due, which is just. By achieving this due, we have access to the meritocracy, societal welfare, and all sorts of other good things for citizens that are only accessible through justice. In summation: justice is giving each citizen his or her due. Education is a clear due in the US, as is supported by our goals, ideals, and social/economic structure. Hence, exit exams should help achieve this due. If they don't, and I prove it, I win. Are you aware a legitimate system of education can't work without this Exit Exam? A: I am not aware of this. My entire case negates this. In fact, I specifically claim that, since a legitimate system requires equal distribution, exit exams cannot achieve equal distribution because they reify the already biased system that I warrant throughout my case. Exit exams do test a set of standards, but since those standards are not equally taught to all populations of students, the exit exam tests knowledge that large amounts of students never have access to, and then label them as failures for it. Exit exams deny these students what they are due by the state, hence denying them justice. How is this exam biased? A: I never state that the exam is biased. I state that the system the exam is based on is biased. Since the exam is inextricably tied to the system, one cannot legitimately separate the two; the test evaluates knowledge gained within the system. If the system fails, the test automatically fails. How is this test a burden? A: I never said that the test is a "burden," per se. You could interpret it as a burden, however, in that it tests knowledge that not all students are given access to. I still wouldn't choose to use the word "burden." How is this test unjust? A: Though I have already explained this, the test is unjust because the system is unjust. Again, the two are not mutually exclusive. If students are not being taught the standards that the test is based on equally, then the test becomes invalid because it asks students to meet a benchmark that the education system failed to actually instruct them on. Is money important in this exam? A: If the exam had a snowball's chance in hell of testing students properly, then I would say that long-term benefits would outweigh short-term cost hikes of implementation. To be fair, the $160M it would take per state to institute exit exams across the board is a pittance compared to, say, the US defense budget. However, there is no need for money to play any part in this round, because my case states that exit exams cannot succeed in the system of education used in the US today. Not only that, but since we are not debating policy, money is really not an issue in this round. We'll assume fiat power on the neg. I never mention money in my case for that very reason.