Public high school students in u.s. ought not be rquired to pass standardized exit exam to graduate.

My opponent states that my impact of not having an educated society is "overly dramatic", and she warrants that claim stating previous characters from the revolutionary era did not receive formal schooling. I agree that they were very intellectual in that they led the society into a productive form. i will present two arguments against that argument. 1. Today's economy is not a society in which students can just not be educated, and "lead a productive society". In order to lead a productive society, students MUST receive education that is in STANDARD to the era we are in. Thus, every societal action citizens take in today's society, is evaluated on their background or the extent of their education. We grade everything on how well the person is educated. 2. She warrants it with ancient characters that comes from a different era. This different era was when many of its inhabitants were either, illiterate, or non educated. Carrying my 1st argument above, today's economy is not a society in which we can afford non-education. Counter-Rebuttals 1. She states that there are other ways of identifying failing schools, and she gives examples such as "monitoring graduation rate, grade point average, teacher evaulation, hands on administration, etc.". The point that I am making is that YOU CAN NOT identify failing schools on a OVERALL level. What she is stating is that we can identify failing schools WITHIN schools, and that claim is nonsensical. As i stated in my intial case, we must have a national or state standard of identifying failing schools. I'll give an example. She states that we can identify failing school by looking at grade point average. That is ridiculous because a failing school, can give EVERY STUDENT, smart or not, a perfect grade point average to show the school in a good light. Thus, we need to uphold my standard of "monitoring education level in public high schools", because we NEED a standard to uphold education by. 2. Her 2nd rebuttal of private schools is completely not related to the topic, because the resolution that i am debating is "public high schools students in U.S. ought not be required to pass standardized exit exam to graduate." it specifically states "public high schools". So, as long as you have that down, this argument should be void. 3. My opponent states that we are forcing a test on students in the name of knowledge. She further claims that this discourages education and instead focuses solely on passing the exam. She never STATES A WARRANT in WHY DO THIS discourage education. I'll TURN that argument, arguing that standardized exam actually INCREASE education. The material required to pass the standardized exit exam is needed to real life, and the steps in trying to pass the Standardized exit exam, WILL educate the students. REBUTTALs 1. a.) My opponent states that not everyone performs this test well because they "choke, or panic". Well, although my opponent does not state this, but she is implying that this "panic, or choke" is bad. Well, I will present 2 arguments against it. 1. I will turn this argument stating that "choke, or panic" is GOOD. This is preparing the students for the real life, in which panic and choking will occur frequently. 2. I consider this argument non-unique, and non important. Students have EIGHT TIMES TO PASS the Standardized exit exams!!! So, in a case where a student "choke, or panic", they can always retake it, to pass it. Thus, her argument is mitigated. b.) My opponent states that some individuals are given a "more fair chance" at passing the Standardized exit exam. She further claims that this goes against my value and my criterion. I will present 3 arguments against this. 1. Exend my counter argument saying that this is non-important. As I stated, students have EIGHT TIMES TO PASS THIS EXAM. And the primary purpose is to simply PASS the exam, which is not too hard. The purpose is not the perform the VERY POSSIBLE best possible. Therefore, her argument is mitigated again. 2. This argument is terribly NON UNIQE. This means that her argument of having an "unfair advantage" happens in BOTH AFFIRMATIVE WORLD AND NEGATIVE WORLD. In the AFF world, whether or not we have standardized exi exams, non-fairness will ALWAYS occur. 3. She states this goes against my value and criterion. This claim is completely untrue. She never states any WARRANTS ON WHY it goes against my value and critrion. My value isn't fairness. It's educated society. And in no way, is non-fairness going against the value of educated society. And my criterion is monitoring education level. Once again, non-fairness is not in accordance with my criterion. 2. She states this this will discourage teachers from focusing on other aspects. I will present one arguments She also states that people are intelligent in different ways. Once again, she never states why those with "other intelligence" is important, and she fails to explain why that matters. So far in this round, i have explained what the standardized exit exam is beneficial to overall society, in that it will promote a "overall education." I defined my value of educated society as "MOST of inhabitants". Thus, if as the Negative says, we take away the standardized exam, we are not giving education to the MAJORITY and "giving education to those that has intelligence that is beyond what is examined on exam" 3. She states that as long as grade or class performance shows considerable knowledge, they should be given an alternative to graduate. I will present 2 arguments 1. If they do show a considerable knowledge, there's no reason to ASSUME that these students will fail the exam. If they DO SHOW a considerable knowledge, then they should def. pass the exam, because the exam is completely reasonable, in which it tests the students ON BASIC KNOWLEDGE. 2. She states that college require passing or taking several entrance exams like SAT. She never explains WHY SAT should be valued over Standardized exam, nor does she actually state why material on SAT is more beneficial to overall society. 3. Then she states that this gives a choice to students. This debate is not argued over choice of the students. An exam MUST be emplaced to correctly give A DIPLOMA and right to graduate, evaulating them on an external form of evaluation, which is the standardized exit exam. 4. My opponent states that the exam is not useful. 1. She once again, mishandles my value. Whether or not "military training students" will go in another direction does not impact my value. 2. The studies are misinterpreted, because it doesnt correctly display ALL states, nor does it state HOW it was conducted. 3. As i stated, THE STANDARDIZED EXAM IS NECCERAY TO EVALUATE STUDENTS ON WHETHER THEY DESERVE THE EXAM OR NOT. WE NEED THIS EXAM TO EVALUATE THE STUDENTS. It's a mean of a "evaluation" She misinterpreted this, because she wasn't looking at my case enough. So, as long as you have this down, all her arguments on whether or not "material" is important is non-topical. 5 She states that this will give unncessary money. I present ONE IMPORTANT argument. 1. This doesn't matter, becaue the government has an obligation to provide education to the students. Education outweighs Cost benefits. Education is the most important. 6. She states that if students aren't interested, they shouldnt have to focus on learning this material. I give two argument 1. Once again, refer back to my other rebuttals in which that material on standardized exit exam is important and it is needed to real life. 2. This exam is a method of evaluation on whether or not students are READY for the real life. Thus, you should definitely negate because my opponent argument doesn't meet my value or criterion, and she doesn't even HAVE a value or a value criterion, so all her impacts impact to nothing. She has no grounds to state arguments.