As the adoption and execution of the Common Core State Standards (CCSS) have steadily increased, the debate community is presented with an opportunity to be more forward thinking and sustainable through the translation to curriculum planning and next-generation assessment as a movement towards Performance-Based Assessments. This paper focuses on how these relate to the development of civic education and utilization of the CCSS through a competency-centric perspective on learning and the mastery of skills. Coaches, teachers, and judges in developing debate programs were interviewed, with an emphasis on those from the New York area. We found that teachers who are not otherwise involved in the debate programs will confirm community and personal changes in debaters as an important part of debate's potential as an assessment tool. The implications of these and additional findings are discussed.