Since launching our grantmaking activities in 2014, we have awarded over $11 million in support of our research priorities: access, affordability and the value of legal education.
University of Minnesota
Research grant awarded to Krista Soria, Director of Student Affairs Assessment at the University of Minnesota, to better understand the roles of financial factors (e.g., funding sources, debt, financial stress, and food and housing insecurity) in graduate, professional, and law students’ mental health, time to degree completion, and career interests.
Pennsylvania State University
Research grant awarded to Kelly Rosinger, Assistant Professor at Pennsylvania State University’s College of Education, to examine how LSAT-optional admissions policies impact diversity (e.g., the share and number of Black, Latinx, and Native American students enrolled) and selectivity (e.g., the number of applicants, acceptance rate, and the LSAT scores of enrollees) at adopting U.S. law schools.
University of Kentucky
University of Iowa
University of Pennsylvania
University of Wisconsin Law School
The project is intended to increase our understanding of how a Financial Life Skills (FLS) course can potentially improve undergraduate students' financial knowledge, capability, and well-being. There are three critical aspects related to college students that we wish to explore in this study: financial knowledge, financial attitudes, and financial behavior.
University of San Diego
The University of San Diego School of Law’s (USD) Center for Public Interest Law (CPIL), in partnership with the School of Business Department of Economics, plans to research inequality with respect to access to legal services. USD will investigate whether the lack of diversity in the attorney workforce directly impacts access to legal services by low-income, disadvantaged consumers, and whether the existing cut score of California’s Bar Exam is contributing to the justice gap in California.
University of Georgia Research Foundation
The project will evaluate the impact of financial education course features on student financial literacy (i.e., financial knowledge, financial skill and financial self-efficacy) and financial well-being. The goal is to examine the effectiveness of collegiate financial education in improving the preparedness of college students to make financial decisions as students and after graduation.
The study seeks to explore whether remediation of reading disfluency at the law school level will have a positive impact on reading comprehension ability – particularly in “at risk” students. For purposes of this study, the definition of “at risk” students are students with weak LSAT scores. This project builds on their 2017 empirical study examining a possible link between oral reading disfluency and reading comprehension ability in first-year law students.