SRES-61-118
Submitted in the Senate, considered, and agreed to without amendment and with a preamble by Unanimous Consent. (consideration: CR S401-402; text: CR S400)
Sponsored by Chuck Grassley (R-IA)
What it does
This resolution designates March 3, 2023, as "National Speech and Debate Education Day." It affirms the purposes of the day and encourages educational institutions, businesses, community organizations, and the general public to celebrate and promote speech and debate education. It does not create any programs, appropriate any funds, or impose any legal requirements.
Who benefits
Students who participate in speech and debate programs gain public recognition of their activity. Speech and debate coaches and teachers receive acknowledgment of their work. The National Speech & Debate Association and affiliated organizations gain a Senate-endorsed platform for outreach and promotion. Schools that offer speech and debate programs may see increased interest from students and administrators.
Who is hurt
This resolution has no binding legal effect and imposes no costs or obligations on any party. No group is materially harmed. Schools or organizations that do not offer speech and debate programs face no penalty or requirement.
Supporters argue
Supporters argue that speech and debate education builds critical thinking, communication, and civic engagement skills that benefit students across all disciplines and throughout their lives. They contend that a Senate-endorsed national day raises the visibility of a proven extracurricular activity, potentially encouraging more schools — particularly under-resourced ones — to offer programs and helping students who participate gain broader recognition for their dedication and hard work.
Opponents argue
Opponents argue that commemorative resolutions consume limited legislative time and floor resources without producing any enforceable policy change, funding, or structural support for the programs they celebrate. They contend that if Congress genuinely values speech and debate education, it should direct that energy toward substantive measures — such as dedicated funding or teacher training grants — rather than symbolic designations that have no measurable impact on program access or quality.