![Awarded Grants](/sites/default/files/styles/image_fallback/public/2021-01/AwardedGrants_header.png?itok=-3svKWrR)
![Awarded Grants](/sites/default/files/styles/image_fallback/public/2021-01/AwardedGrants_header_mobile.png?itok=5CVYzRok)
Supporting of our research priorities: access, affordability, and the value of legal education.
Awarded Grants
Grant Program
Grant Status
![Law School Logo](/sites/default/files/styles/image_fallback/public/2021-01/ua-law-school-logo.jpg?itok=zm39kioe)
The Law College Association of the University of Arizona - James E. Rogers College of Law
This grant will pilot a seven and a half-week online course teaching standard contracts and foundational skills in case-reading and analysis to 250 aspiring JD students. The course is intended to expose students to the materials and methods of legal education and better prepare them for success in JD programs. A more valid and reliable predictor of student performance in law school will be developed using factors beyond standardized test scores and undergraduate grades.
![Appalachian School of Law](/sites/default/files/styles/image_fallback/public/2021-01/ASL.jpg?itok=r1kDaKnM)
Appalachian School of Law
The grant will measure whether students with weak academic predictors exceed bar pass expectations after completing the academic success-bar pass program at Appalachian School of Law. The project also will report on the relationship of traditional (e.g., LSAT, UGPA, gender, race-ethnicity, age) and non-traditional (e.g., socioeconomic. pre-law education) factors to bar exam performance.
To read more, please visit Academic Support & Bar Exam Prep.
![Hands](/sites/default/files/styles/image_fallback/public/2021-01/hands.jpg?itok=u1BdFeqs)
Council on Legal Education Opportunity
The goal of the CLEO Legally Inspired Cohort (CLIC) 2.0 program is to enhance access to legal education for students from diverse backgrounds. This grant will be a continuation and expansion of the 2016 CLIC program, funded in large part by AccessLex that enabled 15 students of color, whose LSAT scores ranged from 128 - 144, to successfully matriculate the first year of law school.
![Smart Stock Photo](/sites/default/files/styles/image_fallback/public/2021-01/0216OSMART.jpg?itok=g33jpRVW)
The Board of Trustees of the University of Illinois on behalf of The John Marshall Law School
This grant supports a study of the impact of High performance cognitive training – Strategic Memory Advanced Reasoning Training (SMART) has on improving cognitive performance, and thus academic performance and bar passage.
To read more, please visit Texas Tech adopts SMART brain training for its 1Ls
![State Bar Logo](/sites/default/files/styles/image_fallback/public/2021-01/StateCaliforniaLaw.jpg?itok=GGp16PPm)
The State Bar of California
This grant allows the State Bar of California to build on studies performed in 2017 to address the state's bar exam passage rate and other matters related to the exam. In 2017, the State Bar of California conducted a series of tests to evaluate various components of the California Bar Exam, including the pass line and the alignment of the subject matters on the exam in relation to the expected knowledge and skills of entry-level attorneys.
To read more, please visit AccessLex Institute Awards Grant to State Bar of California for Job Analysis Study
![UMass seal](/sites/default/files/styles/image_fallback/public/2020-07/University%20of%20Massachusetts.png?itok=8iypkQbV)
University of Massachusetts
This grant supports a study of students’ social networks that will examine whether certain connections are associated with law school success. The project will focus on whether students from diverse backgrounds lack access to key social connections and to what extent network inequality accounts for disparities in legal education outcomes.
![Emory University seal](/sites/default/files/styles/image_fallback/public/2020-07/Emory%20University%20Logo.gif?itok=RTnHuwqU)
Emory University
A $86,603 grant was awarded to Emory University to measure the institutional efficiencies in producing student outputs for legal education. The project will use American Bar Association data and the Analytix tool, to develop a method of ranking schools based on a sophisticated conception of outputs and value-added.
![American Bar Foundation seal](/sites/default/files/styles/image_fallback/public/2020-07/ABF%20Logo_1.png?itok=j0SZ_RYo)
American Bar Foundation
Dr. Robert Nelson has been awarded a grant to analyze longitudinal data collected from the After the JD Study of Lawyer Careers to determine the role of legal education in careers. This grant will support the work of young scholars who are providing research support throughout the project.
![Dillard University seal](/sites/default/files/styles/image_fallback/public/2020-07/Dillard%20University%20Crest.gif?itok=00SB5wFM)
Dillard University
This grant supports the Foundation to Legal Education Advancing Diversity (LEAD) program. The program will provide rising college juniors with analytical and logical reasoning skills to ensure their success on the Law School Admission Test (LSAT) and in law school.