Awarded Grants

The purpose of this grant is to extend the reach of Academic Success Professionals and help law students become better learners in the unique law school environment.  This is especially useful for first-generation and underrepresented law students. 

Legal Education Access Pipeline (LEAP), a 501(c)(3) nonprofit organization now in its third year of operations. LEAP was established to diversify the legal sector and serves college juniors, seniors, and recent graduates from racial and socioeconomic backgrounds that are underrepresented in the legal profession. Leaning on research about successful diversity pipelines and education access initiatives, LEAP’s programs address the primary barriers to law school for the participants they serve.

This grant will support the study of teaching reforms and academic and bar success interventions implemented at UC Hastings College of Law.

This grant will support the development of the Pre-Law Online Curriculum, a web-based, mobile-friendly pre-law advising center that is free and available to all. This system will provide instructional modules, community discussions, and online resources to students preparing for law school.

This project will study the efficacy of an intervention to enhance law student writing skills and create a scalable, replicable model to improve student writing for use in other law schools.

This project will identify students’ knowledge gaps about the law school admissions process, negative views of Predominantly White Institutions (PWIs), and financial barriers that lead to fewer application submissions, and fewer offers of acceptance.

The project aims to evaluate factors that will enhance the value and relevance of legal education, especially for historically underrepresented groups. The first objective is to create a nationwide archival dataset on lawyer rosters, lawyer disciplinary actions, and state occupational licensing requirements for lawyers in the United States from 1900 to 2018. Second, the research will investigate the effects of a host of law school and licensing policies that are relevant to the value of legal education.

The project consists of two interventions – a MBE Intensive Course by Kaplan and a new Advanced Legal Analysis Course – that are designed to improve the legal analytical skills and bar passage prospects of students at the University of Hawai’i, William S. Richardson School of Law. These two interventions are components of a schoolwide effort to raise awareness and address the challenge of bar passage rates.

This project aims to reduce the bar passage barrier by training law students to rate their ability to self-assess on certain critical study practices and test-taking skills. New England Law Boston will measure the relationship between students’ academic performance and students’ assessment of their own skill levels and the improvement in students’ ability to accurately self-assess.