Sunday, April 26, 2015
Many law schools are encountering students with lower LSAT scores and G.P.A.s. This new student body may require a rethinking of teaching methods and curriculum. Over at Best Practices for Legal Education (April 16) Professor Margaret Moore Jackson (North Dakota) shares her thoughts. Here is an (abridged) excerpt:
The ongoing effort to improve legal education needs to explicitly embrace students who don’t tend to do particularly well on high-stakes tests like the LSAT, first-year law school exams, or the bar. Even schools who have long administered healthy academic assistance programs may need to consider whether changes should be made. . . . By re-envisioning both teaching methods and programmatic structures, schools can both adapt to changing conditions and help students learn and perform well. Re-focusing a program of legal education to teach the students who are there, not the students who might have attended a decade ago, could invigorate the profession, opening doors that allow less-privileged, more diverse, and otherwise nontraditional students to succeed and excel.
You can read more here.