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Data and Diversity: Inclusion Is Real Only When Everybody Is Counted

Kristin Theis-Álvarez — 2021-06-02

By Kristin Theis-Álvarez On Election Night 2020, CNN flashed a graphic that showed the results of its latest exit polls for the presidential election. In it, voters were broken into five racial groups: “White,” “Latino,” “Black,” “Asian,” and “Something Else.” The internet immediately went to work. Between viral memes emerged frustration, then anger. In an election where Indigenous voters played a critical role in battleground states like Arizona, the erasure of Native American (and other) voters took on new significance. I joined the LSAC Board of Trustees as chair of the Diversity, Equity, and Inclusion Committee before this prime-time display of how data erases people, but not prior to my awareness of the issue. Not only do data collection and reporting challenges impact individuals and institutions, the minutiae of our practices can inadvertently betray our values. Here are some examples:

Early in my career, I grappled with the requirements of the Office of Management and Budget’s directive for collecting and reporting applicant race and ethnicity, and the assumptions embedded within this schema (including the move to a two-part question, removing Hispanic as a racial category).
Each year, I struggle to explain to trans and nonbinary applicants who have legally changed their names and gender markers why we ask for “sex assigned at birth such as on an original birth certificate” (effectively forcing them to out themselves).
Recently, I was called to meet with members of the Middle Eastern and North African Law Student’s Association to listen and respond to their pointed critique of our location of “Middle Eastern” as a subcategory of “White/Caucasian” in the race and ethnicity section of our application.
Each fall, hard at work building an applicant pool, I wonder why I can’t easily do a search for LGBTQIA2+ law school candidates to encourage them to apply.
Every October, I witness my racial/ethnic diversity statistics plummet when we submit our report to the ABA wherein any non-Hispanic student who identifies as more than one race must be counted as “Two or More Races,” and any international student is counted only as a “Nonresident Alien.”

These are not merely issues of being “counted.” These data represent power: a candidate’s power to have their experiences and existence seen and reflected, and the power to make fully informed enrollment decisions. These data represent privilege: the privilege of trusting that an institution actually understands you and will treat you with respect. LSAC — as mediator of the liminal spaces between candidate, applicant, law student, and lawyer — has a critical role to play in leading for bolder, better approaches to collecting and sharing diversity-related data. In early 2020, a “Data and Diversity” work group of the DE&I Committee was convened to inventory LSAC’s identity questions. The central recommendation of the work group was that LSAC proactively convene a panel of experts to review the location, timing, substance, and consistency across candidate-facing race, ethnicity, sexual orientation, and gender identity questions. The Advisory Group on DEI Categories was constituted and met in early 2021. The next phase of this work is to begin implementation within LSAC systems and to share LSAC’s changes with candidates, schools, and partner organizations. We plan to share our work and rationale to engage with and support schools and other legal stakeholders in the development and implementation of data collection and reporting policies and practices. Of course, there’s more to be done. We are mindful of the impact changes could have on historical reports and analyses. We are also working to develop an approach for collecting information about candidates with disabilities (or other ways to understand the pipeline to the profession for those individuals). Additionally, we hope to clarify the definition(s) of first-generation status to better inform how we understand diversity, equity, and inclusion throughout the pipeline. We must maintain member schools’ abilities to meet external and institutional data collection and reporting requirements. None of that, however, should stop us from forging ahead. Data collection and reporting is not commonly thought of as a place where leadership matters. Yet at a time when law schools frequently talk about becoming antiracist, neither can be overlooked. I’m proud to be a part of LSAC’s efforts to lead in this space. Making changes to our systems of data collection, aggregation, representation, and narrativization can improve the candidate experience and transform our understanding of diversity in the legal profession.

Study Shows LSAT Score Increases for Candidates Who Use Free Khan Academy Prep Tools

2021-06-02

The more time law school candidates spent preparing for the Law School Admission Test via Khan Academy’s free online LSAT preparation tools, and the more practice exams those candidates completed on the Khan Academy platform, the higher the candidates tended to score on the LSAT. This is according to a recently completed Law School Admission Council study that appears to reinforce the value of this online resource for candidates. While the study could not rule out alternative influences on LSAT performance, LSAC researchers Kimberly Dustman and Gregory Camilli wrote that “engagement with the Khan Academy platform is currently the best explanation for the LSAT score increases observed in this study.” In looking at the time period from June 2018 (when Khan Academy’s LSAT prep tool was launched) to July 2020, Dustman and Camilli matched Khan Academy usage information with data from LSAT test takers who indicated they used Khan Academy to prepare for the test and gave LSAC permission to use their data for research purposes. This yielded a sample of 12,471 candidates whose experiences with Khan Academy and on the LSAT were compared with those of all test takers from the same time period. The researchers focused on two variables: the minutes candidates spent on Khan Academy practice activities, and the number of practice exams candidates took. They found a moderate, but positive and statistically significant, correlation between practice activity minutes and LSAT scores; in other words, the longer a candidate spent completing Khan Academy practice activities, the higher they tended to score on the LSAT. Similarly, taking more practice LSAT exams, up to the maximum of 10 allowed on the platform, “generally resulted in increased LSAT scores relative to number of practice exams taken,” the researchers wrote. The study also found it unlikely that other influences, such as commercial LSAT prep courses, could have accounted for those increased scores. Importantly, Dustman and Camilli found that the positive effects of using the Khan Academy prep tools were present across demographic subgroups. In fact, the researchers noted that Black, Hispanic, and female candidates had the most pronounced association between number of practice exams and LSAT score, suggesting that the practice exams are of particular value for these groups that have been historically underrepresented in the legal profession. For example, the study found that Black law school candidates who completed one or two practice tests saw an increase of 2.84 points, on average, in their LSAT score, while Black candidates who finished nine or ten practice LSATs saw an average increase of a full 8 points. Hispanic and female candidates saw similar results, while increases for White, Asian, and male candidates were present but slightly less pronounced. In the overall study sample, candidates who completed one or two practice LSATs saw an average score increase of 1.59 points on the actual LSAT. That score boost increased to 3.58 points with three or four practice tests, 4.39 points with five or six practice tests, 5.59 points with seven or eight practice tests, and 7.26 points with nine or ten practice tests. Roughly half of the students in the study sample did not complete a full Khan Academy practice exam, and Dustman and Camilli stated that further research is needed to understand how to better engage students on the platform — and to further study the effectiveness of that platform. Additionally, the researchers cautioned that Khan Academy practice activities could not yet be declared the cause of LSAT score increases; the study, which was described as “quasi-experimental,” simply shows a significant correlation between those two variables. The Khan Academy platform allows candidates to create personalized practice plans that cater to each candidate's strengths and weaknesses. It includes interactive lessons, problem sets, timed practice exams, and videos. In September of 2020, nearly 70,000 people used the Khan Academy platform in some capacity. “Because the Khan LSAT platform is free of charge and easily accessible online, individuals preparing to take the LSAT may want to consider incorporating Khan Academy’s Official LSAT Prep activities,” the researchers wrote, adding that the Khan Academy platform “is likely a pragmatic alternative to commercial test prep courses and private tutoring.” In fact, the sample of Khan users was less likely than test takers as a whole to indicate they had taken a commercial test prep course, suggesting that many students already view Khan Academy’s platform as a core preparation tool for the LSAT.

LSAC Celebrates 10th Global Accessibility Awareness Day

Laura Sorgini — 2021-05-19

By Laura Sorgini May 20 marks the celebration of the 10th Global Accessibility Awareness Day (GAAD). GAAD was created to get everyone talking, thinking, and learning about digital accessibility and the more than one billion people who live with disabilities. The goal is to build awareness and commitment to digital inclusion, and to introduce the topic to those who are new to accessibility. GAAD was inspired by a single blog post by a web developer named Joe Devon. When an accessibility professional named Jennison Asuncion read the post, he contacted Devon to join forces, leverage their extensive networks, and together make GAAD a reality. GAAD launched in May 2012, and this year, the official GAAD website lists events all over the world, including Australia, Belgium, Brazil, Canada, Chile, Germany, India, Ireland, Italy, Japan, Mexico, Nigeria, Norway, Spain, Sweden, Switzerland, and the United States. During the COVID-19 pandemic, many of us discovered the importance of digital access. Online shopping, remote work, and virtual teaching became the norm. At LSAC, we pivoted to host events for students, member law schools, and others virtually, and we began administering an online, live remote-proctored version of the LSAT. Between May 2020 and April 2021, candidates successfully completed more than 154,000 of these online LSAT assessments. And we will continue to provide the LSAT in an online format for another year in response to the expressed preferences of a substantial majority of test takers. Commitment to digital access is part of LSAC’s mission of making a career in law accessible to all. Talking, thinking, and learning about the ways people with disabilities access and use technology and digital information helps us provide inclusive products and services. We plan our meetings and create our documents with accessibility in mind, and have learned best practices for format, color usage, and text alternatives. We create captions and transcripts for our videos and offer American Sign Language (ASL) interpretation at our events. We provide features for magnification and text spacing within our digital assessments. We strive to implement websites and technology products that are accessible to everyone, guided by learning how they are accessed and used and by standards such as the Web Content Accessibility Guidelines (WCAG). At LSAC, we are eager to continue exploring ways to enhance the accessibility of our products and services through our work with disability associations and communities, and communications with our candidates and member schools. As I celebrate my first Global Accessibility Awareness Day here at LSAC, I am inspired by our commitment to ensuring that anyone with a disability is able to pursue their dream of a legal education. According to Marc Maurer, past president of the National Federation of the Blind, “Access to information was, and is, the primary obstacle.” In an interview with LSAC Senior Vice President for Legal and Corporate Affairs, General Counsel, and Corporate Secretary Leanne Shank, Maurer added, “When I was coming up, there was a lot of uncertainty about whether you could take the LSAT at all as a blind person. As a result, I’ve never taken the test — although I’ve always wondered how I would do on it. Nowadays, not only can you take the LSAT, but LSAC has worked so hard to make it accessible for all students. Overall, the organization has become very committed to getting people from all walks of life into law school, and I’m delighted that it has.” I am grateful to be a part of the efforts here at LSAC and around the world to spread awareness and advance digital access. Today, and every day, let’s keep talking, thinking, and learning together.

In Memoriam: Celebrating the Legacies of the Colleagues We’ve Lost

2021-05-17

The past year has reminded us of the special bond we share. Together, we worked to overcome challenges and uncertainty in a united effort to preserve the integrity of legal education while ensuring the future of justice remains bright. As a community, we have never been stronger or more appreciative of each other’s talents and capabilities. It was in this spirit that we got together on April 23, 2021 to remember, celebrate and honor some of our respected colleagues that we lost in recent months. In a virtual service hosted by LSAC Senior VP for Schools and Institutions, Vivian Bowden, and with the participation LSAC President and CEO, Kellye Testy, members of our community shared their thoughts and memories of colleagues who passed away in recent months:

Giovanna Iaffaldano (aka Joann Szymonik) – formerly from University of San Diego School of Law
Carl Eging – retired, University of San Diego School of Law
Jay Jorgensen – University of Richmond School of Law
David Martinidez – Benjamin N. Cardozo School of Law, Yeshiva University
Melanie Nutt – retired from Wake Forest University School of Law
Athornia Steele – retired from Nova Southeastern University—Shepard Broad College of Law and LSAC
Rennard Strickland – retired from University of Oregon School of Law

To mark this celebration, the LSAC team produced this video in honor of our colleagues in which some of their closest collaborators paid tribute to their legacy in the legal education field. We hope you will join us in always remembering and celebrating their impacts in all of our lives. #addeventatc1 {display: none;} .videoWrapper { position: relative; padding-bottom: 50%; /* 16:9 */ padding-top: 30px; height: 0; margin: 1.625em 1.625em 1.625em 0; } .videoWrapper iframe { position: absolute; top: 0; left: 0; width: 100%; height: 100%; } @media screen and (max-width: 975px) { .videoWrapper { padding-bottom: 54%; /* 16:9 */ } } @media screen and (max-width: 499px) { .videoWrapper { padding-bottom: 46%; /* 16:9 */ } }

How a PLUS Program Renewed One Student’s Passion for Law

2021-05-14

Carlos Cedillo-Silva always pictured himself in a world in which he would be part of the legal profession. Growing up in a predominantly Hispanic, low-income community, he didn’t actually know any lawyers. However, family members would tell him, “You love to argue; you’re going to be a great lawyer someday.” But that inkling turned into an expectation which by the time he enrolled at Washburn University in Topeka, Kansas, had begun to feel like a burden. But then, a friend from his hometown of Wichita told him about LSAC’s Prelaw Undergraduate Scholars (PLUS) Programs. These programs are hosted every summer by law schools around the U.S. and aim to give undergraduate students from historically underrepresented communities an in-depth look at what law school and the legal profession are really like. That conversation set Cedillo-Silva on a path that transformed his “burden” into a calling. Intrigued, he applied for the summer 2020 PLUS Program at the University of Oregon School of Law. “I had almost no real-life experience in the legal field,” he says, “and it just seemed like the perfect program for me. I saw it as a great opportunity to find out what law school and the practice of law are like.” The PLUS Programs are free to attend, and participants also receive a $1,000 stipend. In addition, after last summer’s programs were moved online due to the COVID-19 pandemic, LSAC provided laptop computers and internet access to students who needed that assistance in order to participate. Students who attend the programs are more likely to pursue a law degree and ultimately add their voices to a profession whose effectiveness is largely predicated on its diversity. While Cedillo-Silva did not have the opportunity “to see beautiful Oregon,” he did get to meet regularly with Oregon Law professors and deans via Zoom while participating in courses on the legal profession, legal writing, and other topics. The program’s breakout rooms allowed him to get to know other participants, and he formed friendships that are still going strong. “It was very accessible,” he says. “There were definitely benefits to having it online. The time commitment was less, and it made it easier for people to attend from all over the country. We had weekly meetings with teaching assistants and professors, and I could have just talked to them about law forever. It was fantastic.” Cedillo-Silva says he learned a lot about the growing opportunities in what was once a profession with daunting barriers to entry. “Historically, law has been very exclusive to get into,” he says. “At one time, you had to be a certain type of person to be able to become a lawyer. But the field is expanding rapidly.” He appreciated the PLUS Program’s sessions with lawyers from a variety of different backgrounds and practice areas, in particular the emphasis given to the often overlooked need for legal professionals to take care of their own mental health and well-being. One part of Cedillo-Silva’s concerns about entering law was that he might find it too limiting; however, the PLUS Program showed him that the opposite is true. “It’s such a broad field,” he says. “Every field needs a lawyer, so you can really do anything.” Due to the wide variety of practice areas, Cedillo-Silva says he’s keeping his options open, but is curious about environmental and personal injury law, two areas of focus that caught his eye during his participation with the PLUS Program. Now a college sophomore, he says he will probably take a gap year between graduation and law school to allow plenty of time to figure out his career plans, noting that he emerged from the PLUS Program feeling that a career in law would be a good fit. “I’ve always been one to seek truth and equality,” he says, “and I have that fiery passion where I want things to be equitable.” Cedillo-Silva says the PLUS Program showed him how he could advance equality as a lawyer and why it’s important for people like him to enter law. “A lot of the time, people from disadvantaged or underrepresented communities don’t have access to, or an understanding of, the legal field,” he notes. “They don’t see anyone who looks like them in that field. I think it’s important, especially in a nation that’s about equality for all, that all sorts of groups in these communities have access to the legal field.” LSAC recently issued a call to law schools interested in submitting proposals to host a PLUS Program in 2022. For more information, please visit https://www.lsac.org/members/lsac-grant-programs/plus.

LSAC Goes Platinum in Digital Awards Competition

2021-04-08

LSAC recently joined the list of 2021 AVA Digital Awards winners, earning the platinum statuette in the pro bono category for “Why Hire Lawyers with Disabilities?” — a video filmed in collaboration with the American Bar Association to motivate and inspire legal professionals to hire, promote, and advocate for people living with disabilities. The prestigious AVA Digital Awards began back in 1994 as a celebration of the audio-visual arts and have since evolved into an international competition designed to recognize and honor excellence in digital creativity, branding, and strategy. These annual awards salute the growing ways in which we engage our audience through the innovative union of digital arts, technology, and information. LSAC’s platinum-winning entry, “Why Hire Lawyers with Disabilities?”, LSAC’s first ever remotely recorded production, was produced in October 2020 to commemorate National Disability Employment Awareness Month. Michele Giorgi and Jenn Brady from LSAC teamed up with the ABA’s Amy Allbright, Denise Avant, and Evan Greenberger to create a video that celebrated both organizations’ shared commitment to advocating for people with disabilities and helping them add their diverse voices to the world of law. The video features a variety of people with disabilities who are involved in law and legal education, including Evita, a recent law graduate with mild cerebral palsy who notes that people with disabilities are known for being innovative and creative. “We’re used to the world not always being accessible to us,” she explains, “so we have to improvise and come up with our own solutions.” The video also introduces viewers to Jared, a deaf law professional who says his disability forces him to be more attentive, and Angelica, a law school fellow who is neurodiverse, which she feels enables her to see the world in a much different way, thus making her a more empathetic and creative problem solver. Others featured include legal professionals and recent law school graduates living with disabilities including paralysis, a visual impairment, and depression, as well as disability advocates discussing how lawyers with disabilities make our justice system better. “There are some traits that I’ve seen that are common across every person with a disability, regardless of what that disability is,” says Chad, a disability, diversity, and inclusion advocate. “And the primary characteristic is resilience.” “Why Hire Lawyers with Disabilities?” was LSAC’s first remotely recorded video. Reflecting on the process, Michele says the time Jenn invested in researching remote capabilities and attention to production detail paid off. “This was such a genuine, and authentic project for LSAC,” she says. The AVA Digital Awards are administered and judged each year by the Association of Marketing and Communication Professionals, one of the oldest and largest evaluators of creative work in the marketing and communications industry. Honors are awarded to work ranging from digital campaigns to audio and video production, website development, social media engagement, and mobile marketing. The AVA statuette, designed to pay tribute to the evolution of the digital arts, is crafted by Society Awards, the same design and manufacturing firm responsible for the redesign of many of the world’s top creative awards, including the Golden Globes and American Music Awards. LSAC Brings Home the Gold in Digital Awards Competition #addeventatc1 {display: none;} .videoWrapper { position: relative; padding-bottom: 50%; /* 16:9 */ padding-top: 25px; height: 0; margin: 1.625em 1.625em 1.625em 0; } .videoWrapper iframe { position: absolute; top: 0; left: 0; width: 100%; height: 100%; } @media screen and (max-width: 975px) { .videoWrapper { padding-bottom: 54%; /* 16:9 */ } } @media screen and (max-width: 499px) { .videoWrapper { padding-bottom: 46%; /* 16:9 */ } }

LSAC Brings Home the Gold in Digital Awards Competition

2021-04-08

What began in 1994 as a celebration of the audio-visual arts has evolved into the prestigious AVA Digital Awards—an international competition designed to recognize and honor excellence in digital creativity, branding, and strategy. These annual awards pay tribute to the growing ways in which we engage our audience through the innovative union of digital arts, technology, and information. LSAC joined the list of 2021 AVA Digital Awards winners, earning the gold statuette in the video production category for “Law School Stories,” a project filmed in collaboration with the faculty, staff, and law school students at Brigham Young University. “Law School Stories” was produced in March 2020 as part of BYU Law’s annual national storytelling event which enables students to write a true story about their life and the law, with up to 10 storytellers selected to perform in front of a live audience. LSAC was invited to record these true student stories, all vastly distinct, yet united by one common thread—how studying law provides a sense of purpose in life. Under the leadership of LSAC’s Creative Director of Experience Design, Michele Giorgi, Multimedia Designer Jenn Brady captured the individual perspectives and paths that inspired four BYU Law students to pursue legal education, from Ruben, who had his own personal run-ins with the law, to Lily, who struggled to balance conflicting ideas on race, culture, and education while remaining focused on her goals. “It wasn’t about increasing my economic potential,” says Ruben upon reflecting on his decision to study law. “It was about enabling people to have access to things that I didn’t have access to growing up.” The video also features dean and faculty interviews regarding the personal connection stories like these evoke with their audience—a connection that can ultimately motivate others to discover their own path to law school. “People are persuaded by stories,” explains Dean D. Gordon Smith. “They’re not persuaded by facts and figures. They’re persuaded by compelling emotional connection.” The AVA Awards are administered and judged each year by the Association of Marketing and Communication Professionals, one of the oldest and largest evaluators of creative work in the marketing and communications industry. Honors are awarded to work ranging from digital campaigns to audio and video production, website development, social media engagement, and mobile marketing. The AVA statuette, designed to pay tribute to the evolution of the digital arts, is crafted by Society Awards, the same design and manufacturing firm responsible for the redesign of many of the world’s top creative awards, including the Golden Globes and American Music Awards. “It was a pleasure collaborating with Jenn Brady on the story arc,” says Michele Giorgi. “She worked diligently to prepare for this event. She even wore multiple hats and vests—literally one that she could attach her camera to so she could interview and record simultaneously. The result was a high quality and impactful video.” LSAC Goes Platinum in Digital Awards Competition #addeventatc1 {display: none;} .videoWrapper { position: relative; padding-bottom: 50%; /* 16:9 */ padding-top: 25px; height: 0; margin: 1.625em 1.625em 1.625em 0; } .videoWrapper iframe { position: absolute; top: 0; left: 0; width: 100%; height: 100%; } @media screen and (max-width: 975px) { .videoWrapper { padding-bottom: 54%; /* 16:9 */ } } @media screen and (max-width: 499px) { .videoWrapper { padding-bottom: 46%; /* 16:9 */ } }

How the LSAC PLUS Program Inspired a Student Feeling the Call to Serve

2021-03-12

Ryan Odibo says he feels a lot of different pressures to be successful in life and his career. Now a junior at Virginia Tech, Odibo is aiming to be the first in his family to graduate from college. The son of Nigerian immigrants, he comes from a single-parent background and is the oldest of three siblings. “I’ve always felt this obligation and responsibility to take care of my family,” he says. “I want to set myself up to get into the best career possible.” While he’s currently studying political science at Virginia Tech, Odibo says he’s always felt called to serve people less fortunate than him — and he knows a career in law could give him that opportunity. “I love understanding why people do things,” he says, “and everything is related to politics. But lawyers, when you boil it down, are advocates — the most knowledgeable, upstanding advocates you can have. I know I’m supposed to use my voice to lead people and to change lives. And that is something I never really knew how to tap into until I met people who were just as passionate as me.” That happened last summer, when Odibo participated in a Prelaw Undergraduate Scholars (PLUS) Program — one of several hosted every summer at law schools around the U.S. via support from LSAC. While these programs were previously held in person, last year, amid the COVID-19 pandemic, LSAC and participating law schools moved the programs online, allowing Odibo and other participants to access them from home. The goal of the PLUS Programs is to give undergraduate students from historically underrepresented communities an immersive look at law school, the admission process, and what a career in the legal profession might look like. The programs are free to attend, and participants also receive a $1,000 stipend; in addition, LSAC provides laptop computers and internet access to admitted students who need that assistance to participate. For Odibo, the best part of the program were the diverse guest speakers brought in to discuss their experiences in law. “They were real lawyers coming in and telling their stories,” he says. “Some of them had known they wanted to be a lawyer their whole lives, while others didn’t know [early on] if they wanted to go into the field. Many of them didn’t fall into the classic ‘prelaw student’ image, and that gave me hope.” The idea of attending law school, or even navigating the application process, can be daunting, especially for first-generation candidates who are unable to rely on family guidance. “I had a lot of impostor syndrome concerning law school,” he says. “I wasn’t even sure if I was qualified to go, but I thought I’d apply to the program and see what happened.” The PLUS Programs aim to alleviate that anxiety, and Odibo says PLUS Online at Akron Law did so for him. “It definitely changed my perspective on the application process, as well as law school in general,” he says. Odibo says he hopes more people like him will participate in the PLUS Programs and other initiatives designed to increase diversity in law. “African American people are among the most marginalized people in this country,” he notes. “We’ve seen numerous examples of how the system has taken advantage of us. If we’re able to mobilize and educate African Americans in general on the legal system and how it works — and we have lawyers and judges advocating for us — we can create change for generations to come.” Ultimately, for Odibo, it comes down to finding a way to channel his passion for service into a successful career. “If you’re not using your degree, or advantage, or skill to help others, to aid others, then it’s difficult to find meaning in what you do,” he says. “Anyone who has that feeling, that itch that they need to help people — to stand up for those who can’t stand up for themselves — should look into these programs. They can really spark an interest, and that interest could eventually lead to a life’s work.” Applications for this summer’s PLUS Online Programs will be closing this month. For more information, including how to apply, please visit the PLUS page of our website.

How a Law Degree Can Lead to a Career in the Judiciary

Kellye Y. Testy — 2021-02-01

There are many ways to make an impact in law, but one we don’t often hear much about is how people become judges and justices. During a recent LSAC webinar, I was joined by two women who took unique paths in law and are now breaking barriers as members of the judiciary, along with a third pathbreaker who now works to help law school candidates make their own successful transitions to the legal profession. After Judge Diane Humetewa, of the U.S. District Court for the District of Arizona, earned her undergraduate degree, she worked for four years as a victims’ advocate in the U.S. Attorney’s Office. Through that work, she caught the attention of a number of lawyers, many of whom encouraged her to go to law school and be a voice for victims — she walked into work one day and her supervisor had three packets of law school applications for her to fill out! As a first-generation college graduate, Judge Humetewa had no idea what it meant to go to law school, but she was accepted, setting her on the path to her distinguished career. Justice G. Helen Whitener, of the Washington State Supreme Court, followed her own unique path into law. An immigrant from Trinidad and Tobago, she had a background in international marketing and later took a job in an accounting firm. One of the other accountants was also a lawyer and asked her if she had ever considered law school. She applied, and the rest is history, she says. “It doesn’t matter how you get in,” she told our audience. “At the end of the day, you have to do the work to continue on.” We also were joined by Monica Ingram, associate dean of admissions and financial aid at Cornell Law School, whose path to law school was also noteworthy. She always aspired to have a law career, she says, and she always knew she could do it on her own timeline: When her father died when she was young, her mother got her master’s degree, and when Dean Ingram and her sister finished college, their mother went back and got her PhD. Dean Ingram waited nine years before going back for her law degree. “I decided that was the time for me,” she told us. The panelists offered their advice for people thinking about going to law school. Judge Humetewa noted the abundance of information available online and suggested thinking about where you plan to live. “If you already know, you probably should think about going to law school there,” she said, noting that you can become familiar with classmates, do internships or externships in the area, and build a network that will serve you well after law school. Justice Whitener agreed and also emphasized the importance of support from family, given the personal and financial toll that the rigors of law school can have on students. And Dean Ingram suggested thinking about what you, personally, need from a school, whether it’s a smaller student body, something close to home, a place where you don’t need a car, and so on. Judge Humetewa and Justice Whitener also told us about their experiences on the bench. Justice Whitener recalled the first time she put on a robe and walked into the courtroom. “The change in people in the courtroom was very evident to me,” she said. “They had not seen a Black female in my county on the bench. I saw Black individuals who were slouched in their seats sit up; I saw white individuals do a double take.” She realized it was important to use herself as an example of the possibilities for others who are underrepresented in the legal profession. She also committed to mentor others as she, herself, had been mentored. “You can, by your own performance, open that door for others — or shut it for others,” she said. Judge Humetewa’s work is extremely busy, and her division receives a high number of cases because of federal land issues, the nearby international border, and other factors. “One of the things I had to really concentrate on in the early years was time management and organization of how to address all these cases,” she recalled. “I realized fairly early that no matter how you work, your docket never gets any smaller.” She also noted that being a judge can be isolating and that it’s important to have a trustworthy circle of law clerks in the “bubble.” Dean Ingram suggested that every law student consider pursuing a judicial clerkship. “You may not choose to, but think about it,” she said. “Knowing how court systems operate and the roles the staff plays are invaluable to understanding the legal system, she said. Our panelists agreed, in closing, that this is the perfect time to join the legal profession. “If you’re in a marginalized group, your voice is definitely needed at this time,” Judge Humetewa said. And as we always say at LSAC, there are so many things a person can do with a law degree. My sincere thanks to Judge Humetewa, Justice Whitener, and Dean Ingram for sharing their insights with our audience. If you missed the discussion, you can view it on our website.

On the Passing of a Giant in Legal Education and Justice

Kellye Y. Testy — 2021-01-25

Rennard Strickland, a giant in law and legal education, died on January 5, 2021, at the age of 80. The loss to his decades of students, mentees, and admirers (if not devotees) is heartbreaking; the loss to legal education may never be recovered. Among Rennard’s many contributions as a professor and dean, he was a devoted mentor, a fierce advocate for equity, and an enthusiastic sharer of what sometimes seemed to be encyclopedic knowledge. Among Rennard’s countless career achievements, he served as a professor and as the dean of four law schools – the University of Tulsa, Southern Illinois University, Oklahoma City University, and the University of Oregon. Rennard was a visiting professor at Harvard, Florida, and Syracuse. He may also have been the only legal educator to have held the top leadership roles at all three of legal education’s allied organizations – the Law School Admission Council, the Association of American Law Schools, and the American Bar Association Council. I join everyone who knew Rennard in mourning his passing. Rennard was proud of his Osage and Cherokee heritage, and he worked tirelessly to advocate for Native rights. He authored, co-authored, edited, and co-edited 47 books and 208 articles, essays, and book chapters. Courts and scholars frequently cited his work as revision editor-in-chief of “Cohen’s Handbook of Federal Indian Law,” which is considered to be the authority on the subject. Rennard’s career achievements are too numerous to catalogue in this blog, but our Board Chair, Kevin Washburn, who counts Rennard as a deeply influential mentor, notes that, “The achievement that Rennard found most gratifying was helping others along on the journey. He helped many of us see that legal education offered a lot of different opportunities to contribute and to serve, and he nudged younger scholars, Native and non-Native alike, to pursue and travel those paths.” It was my privilege to have met and worked with Rennard in many contexts through our shared time in legal education. It is illustrative of his vibrant personality and outsized impact that, after many years, my memories of Rennard are vivid, colorful, and filled with meaning. In the early 1990s, I had just begun teaching law and everyone had heard of Rennard Strickland. I jumped at my first opportunity to meet and hear him. And, really, I don’t exaggerate when I say that listening to him that day had a profound impact on how I began to understand the possibilities for contributing to legal education. That day, Rennard began his remarks with a Native American blessing and then wove a fascinating tapestry of law, art, literature, culture, and personal stories that lit up the room. I have never been as affected by a “law talk.” Rennard’s way of being a law professor was a revelation, lighting a pathway for bringing one’s whole self into the classroom, scholarship, and leadership. His way of being both powerful and kind, critical of law yet also hopeful for its promise of justice, and so evidently in love with learning, was inspiration for me and so many others. Thank you, Rennard, for sharing you with us. Rest in peace and power, our dear friend.

LSAC PLUS Program Gives First-Gen Law Candidate a Window into Law School

2021-01-12

Keni Anthony says she’s always wanted to attend a historically Black university. “Ever since I was little, watching my auntie walk across the stage at Savannah State, I knew from that age that that would be me,” she says. Now an undergraduate at Albany State University, Anthony is preparing for the next step in her journey: a legal education, a first for her family. “I’ve always wanted to attend law school,” she says, “but I had no idea what I was getting into. Even though my family has been to college and been successful in their careers, they know nothing about law school.” A friend told Anthony about the annual LSAC Prelaw Undergraduate Scholars (PLUS) Program, which is hosted every summer at several law schools, with support from LSAC. That immersive program, which Anthony attended virtually through the University of Akron this past summer, provided the perspective she needed. “Being a part of this program gave me insight on what law school was about and what it will take to get in,” she says. The LSAC PLUS Program is intended to give undergraduate students, particularly those from underrepresented communities, that initial look at law school and the admission process. There is no cost, and students receive a $1,000 stipend. This year, the program moved online during the COVID-19 pandemic. LSAC provided laptop computers and internet access to any student who needed that assistance to participate. Anthony says the online program was “a different experience” but adds that it took away the nervousness of being in front of a new group of people. The information she gained from it was invaluable. “I learned a lot about applying to law school,” she says. “I had no idea what a ‘character fitness test’ was, for example, and I didn’t take into consideration how much it matters.” She also learned about the admission process and the decisions each school makes — and how, as she puts it, “even the smallest thing can be what gets you into the law school of your choice, or even waitlisted.” And she got to take a legal writing class, which showed her that “it takes so much more to be a law student than just reading cases.” As a result, Anthony says, “Now I want to attend law school more than ever.” While she originally was interested in criminal law, she now plans to study business law. “I still would like to be knowledgeable about criminal law and help my community when I get a chance,” she says, “hopefully even by starting a law firm that caters to pro bono cases.” For Anthony and many other law students, representation matters in all areas of the law. “Throughout history, most attorneys have been white males trying to represent minorities,” she says, “so minorities grow up thinking it’s impossible for them to even reach that goal. With more representation, it shows children that they are more than statistics. Being from one of those underrepresented groups, and seeing attorneys that look like me, gives me the fuel to know I have a seat at the table. Even though it might be harder for me to get to the table, it still shows me that I can.” Applications for the 2021 PLUS Program open on January 15. For more information, visit our PLUS Programs page.

Starting Law School Amid a Pandemic: The Incoming Class of 2020

Kellye Y. Testy — 2020-12-18

Not only did a class of law students graduate in 2020 amid the ravages of the COVID-19 pandemic, a new class also just began their studies during this “one-of-a-kind” year. What do we know about this intrepid group? Each fall, LSAC works closely with the ABA Section on Legal Education and Admissions to the Bar and law schools across the United States to compile enrollment data for the incoming class of law students. This aggregated “Standard 509” data provides a snapshot of the size and make-up of the incoming class, including number of students, full- and part-time status, racial, ethnic, and gender information, as well as LSAT score and undergraduate GPA by quartiles for each law school. This data also provides an opportunity to look at areas of progress and emerging trends that could affect the future of legal education and our justice system more broadly. Top Takeaways This year’s enrollment data show some positive trends for legal education, as well as areas that need further attention particularly in light of the pandemic’s effects on higher education. The overall size of the incoming JD class for 2020 is substantially similar to 2019, although the applicant pool was larger. For 2020, there are 38,202 incoming JD students at 197 ABA-accredited law schools, compared to 38,282 incoming JD students at 199 ABA-accredited law schools in 2019. These levels are notable for several reasons: first, they demonstrate the continued strong interest in law school even as many schools transitioned to teaching in remote or hybrid models; second, they demonstrate that schools continue to be sensitive to the job market and opportunities for new lawyers to put their hard-earned degrees to work. As the National Association for Law Placement (NALP) has observed, the job market for JD graduates has become stronger in recent years in part because of a better match between the number of jobs and the number of graduates. Between 2019 and 2020, the incoming class size was larger at 106 schools, unchanged at 5 schools, and smaller at 86 schools. Note: Applicants and Matriculants correspond to Academic Year. 2015 2016 2017 2018 2019 2020 Applicants 56,968 57,195 57,341 61,670 62,388 63,276 Matriculants 37,909 37,682 37,320 38,391 38,282 38,2020 Considering all factors at play this past year, these numbers are remarkable. Applicant volumes were on par with 2019 back in January 2020, then started to dip sharply as the COVID-19 pandemic unfolded across the United States and around the world. By May 2020, applicant volumes were 2.4% below 2019 and some observers were warning we could see as much as a 10% decrease in applicants for the fall. The pandemic’s impact was particularly severe among some underrepresented groups. For instance, Black/African American applicant volumes were running 5.1% below 2019 and Hispanic/Latinx applicant volumes were behind by 1.5%. Fortunately, legal education was able to successfully pivot, as LSAC quickly developed and delivered the LSAT remotely starting in May, and law school deans and admission teams showed incredible commitment to helping candidates continue their enrollment journeys. As a result, we saw applicant volumes start to rebound and we ultimately ended the 2020 cycle with a 1.6% increase in applicants compared to 2019. Several minoritized groups saw even larger increases, with Black/African American applicant volume ending up 2.4% above 2019 and Hispanic/Latinx applicant volume rising 4.1% above 2019, respectively. We saw smaller but similar rebounds throughout the summer across many demographic groups. These positive trends carried through to the incoming student numbers, as well. When using maximum reporting, LSAC’s preferred reporting method because it captures all the racial and ethnic categories in which a candidate self-identifies, Black/African American students comprise 9.7% of 2020 matriculants, compared to 9.5% in 2019 and 9.7% in 2018. Hispanic/Latinx students make up 12.4% of this year’s incoming class, up from 11.8% in 2019 and 11.5% in 2018. Overall, the percentage of students from each of the major racial and ethnic groups admitted to JD programs continues to track closely with the percentages of college graduates within those same groups and has remained relatively stable over the past five years. According to our data, American Indian/Native Alaskan students comprise 1.8% of the 2020 incoming class, compared to 1.9% in 2019. Asian students comprise 10.4% of the 2020 incoming class, compared to 10.2% in 2019 and 10.1% in 2018. Caucasian/White students comprise 67.8% of this year’s incoming class, compared to 68.7% in 2019 and 71.4% in 2018. We are also seeing an increase in the number of students choosing not to indicate their race/ethnicity. Law schools used the LSAT as one factor in their admission process for over 98% of matriculants in 2020, and the diversity of matriculants entering law school with an LSAT score is greater than the diversity of the small number who were admitted without an LSAT score. On gender, we continue to see steady growth in the proportion of women entering law school. This year, 54.0% of incoming students are women, compared to 44.1% men. For comparison, as recently as 2015, men comprised more than half of incoming law students, but the proportion of women has increased steadily over the past five years. We are also seeing a steady increase in the number of candidates who identify as nonbinary or who decline to state their gender. We continue to see a slow but steady rise in matriculants’ undergraduate GPAs and LSAT scores. Median LSAT scores increased at 71 law schools between 2019 and 2020, decreased at 25 schools, and remained the same at 101. Similarly, median GPAs increased at 118 law schools, decreased at 56, and remained the same at 23. Trends to Watch It is still early in the 2021 application cycle, but according to LSAC data, we are seeing very significant growth in terms of the overall number of applicants and applications, with strong growth across all demographic groups. As of today, the total number of JD applicants is up 38.2% compared to this time last year. For some demographic groups, the increase is even larger — Black/African American applicants are up 45.1% percent compared to this time last year. And applicants are applying to more schools, on average, so far this year compared to last. There are many factors which may help to explain such dramatic increases. The number of applicants tends to go up during down economies, as people try to ride out a slow job market and invest in their skills. Additionally, the enormous societal challenges and opportunities of this moment may be inspiring more people to pursue a career in law. When you look at the world through the eyes of our candidates, they see so many issues — COVID-19, systemic racism, economic inequality, political polarization, climate change — that they are inspired to dive in and make a difference. I call it the “RBG Moment,” in honor of Ruth Bader Ginsburg. Our candidates have “Really Big Goals,” and they see the law as the way to make an impact. It may also be that people are applying earlier, taking advantage of the time during the COVID-19 lockdowns, and therefore we may see those large year-over-year growth numbers come down as we continue to move through this year’s application cycle. Nonetheless, we anticipate a larger applicant volume than last year — perhaps 10-20% more. It will be interesting to see how schools respond to this surge in applicants, with a careful eye toward the job market for JD graduates. While this year’s data on the size and diversity of the entering JD class includes some positive trends, we still have work to do. COVID-19 is creating a troubling drop in first-year undergraduate enrollment, particularly among minoritized students, which will negatively impact the potential law school applicant pool in the next few years. We need to maintain and expand pipeline-building programs that reach beyond college to high school and even junior high to encourage and support diverse candidates in both their undergraduate journeys and their law school journeys. Given that law school enrollment levels for nearly all racial and ethnic groups are currently roughly equivalent to college graduation rates, we need more focus on expanding the pool of college graduates to make further much-needed progress diversifying the legal profession. LSAC is continuing to work with our member law schools to build the justice pipeline, and the COVID-19 emergency has required us to find new ways to connect with candidates. With in-person gatherings severely restricted, we converted our nationwide Law School Forums to digital events, enabling us to reach far more prospective students. This year, over 16,000 unique individuals attended our virtual forums, meeting with representatives from over 200 law schools. (For comparison, we had over 7,000 unique attendees at our in-person forums in 2019.) In the same way, we reimagined our Prelaw Undergraduate Scholars (PLUS) programs, reaching approximately 200 minoritized and economically challenged candidates with our traditional four-week intensive program, and reaching another 400 with a condensed program of five workshops on key elements of the law school admission process. Our free Official LSAT Prep resources available on Khan Academy and LawHub have helped create access and opportunity for candidates preparing to take the LSAT. An average of 70,000 people use the free LSAT prep through Khan Academy each month, with use particularly high among Black/African American and Hispanic/Latinx students, as well as women and economically disadvantaged candidates. Our free candidate webinar series focused on navigating law school admission during COVID-19 has been attended by 25,000 people, and our Be Indivisible and Discover Law campaigns have helped attract 900,000 new visitors to LSAC.org in the past six months, helping to make law school more accessible and relatable, as we feature a diverse set of law school students and graduates sharing their stories. These are just a few of the trends and opportunities we see in the applicant and matriculant data just published. We will continue to update the data and trends as this year’s cycle progresses. COVID-19 and resulting economic conditions, as well as other powerful forces, are making this admission cycle a year unlike any other. We will all need to remain nimble and flexible and work together to champion law and legal education. I am inspired by the surge in applicants wanting to pursue a career in justice. Despite all the pain and ravages of COVID-19, I believe we have an opportunity to channel our energies into creating a legal system that also deserves to be called a “system of justice.”

Plot Twist: How One Law School Graduate Used Her Degree to Open Doors in Hollywood

2020-12-14

Amena Kheshtchin-Kamel has always been good at telling stories. As a first-generation American, she says she was always drawn to “expressing my voice, and also helping others find their voices.” That was part of what led her to pursue a legal education, and while the kind of storytelling she’s doing now might surprise you, it’s a reminder that a law degree can open doors just about anywhere. Kheshtchin-Kamel’s father is from Egypt, and her mother is from Iran. In those cultures, she says, “you don’t just say, ‘Hey, I’m gonna be an artist.’ There’s a joke that you don’t tell Iranian parents you’re going to be anything but an engineer, lawyer, or doctor.” She had to be thoughtful about her path to becoming an artist and pursuing her passion. That thoughtfulness led her to Arizona State University’s Sandra Day O’Connor College of Law. “I figured that if I failed to make a living as an artist, I could always represent artists,” she says. Kheshtchin-Kamel did well in law school, and her work there included internships with a judge and at the Arizona Attorney General’s Office. But she still felt her calling was in telling stories, so for two years after law school, she worked on building her writing portfolio. “I felt like a loser,” she says. “When you’re a writer, there’s not much tangible success right away, and all my friends were working their way up.” The hard work paid off, and Kheshtchin-Kamel has begun to find success. She signed with a literary manager this year and already has her first paid Hollywood gig, a screenplay that’s an adaptation of a book. She has a TV show under consideration for development, and she has a book manuscript under publication review. A law degree made all those endeavors possible, Kheshtchin-Kamel says. “When I make pitches, the first thing people zone in on is that I have a JD,” she says. “It’s exciting for them, and it tells them a lot. You write a lot in law school, and I think the expectations for your writing are higher as a result. I see people’s eyes light up, and their tone changes. They want to engage and learn more about me.” Beyond being a valuable credential, Kheshtchin-Kamel’s degree has allowed her to write credibly about the world of law. “I’ve found a way to squeeze a legal storyline into many of my stories, and people love it,” she says. “I can write authentically about it because I know how those courtroom scenes should read.” The training she received in law school has made her more meticulous, but also more creative. And pitching ideas in a meeting is much like going in front of a judge, she says, so her legal experience has helped there, too. Kheshtchin-Kamel has kept one foot in law via her Legal-Ease podcast, which seeks to provide a nonpartisan look at issues affecting America and the world. And she’s a member of LSAC’s Student Advisory Group, a panel of law students and recent graduates who look for ways to improve the law school process for candidates and students. She hopes that people who are passionate about law and justice will pursue a legal education, no matter what obstacles they face. “It’s a lot of hours and a lot of dedication,” she says, “but it’s also a test of discipline, and you need to be a survivor.” And Kheshtchin-Kamel is proof that there’s no limit to the stories you can write for yourself with a law degree. “If you want to do alternative things as a lawyer, you should absolutely do it,” she says. “It makes you stand out. People don’t think screenwriting and being a lawyer naturally fit together, but those two things together gave me an interesting profile. Before law school, people didn’t take me as seriously. I’m still the same person, but after law school, it was a whole different ball game.” To learn more about what a law degree can do for you, visit LSAC’s Discover Law page.

How One Student’s Passion for Law Was Amplified by the LSAC PLUS Program

2020-12-08

Like many college students, Victoria Esparza saw her life upended by the COVID-19 pandemic. As a senior studying political science and Spanish at the University of Illinois at Urbana-Champaign, Esparza hoped to enter law school the fall after graduation. But financial hardships related to the pandemic, and needing to care for her younger sister while their mother worked, forced her to delay her plans. “Now I’m hoping to pursue law school in the upcoming cycle,” she says. LSAC and its member law schools are adapting too. One example is the annual Prelaw Undergraduate Scholars (PLUS) Program which is hosted every summer at participating law schools, with support from LSAC. In summer 2020, this vital program — which aims to give undergraduate students from underrepresented groups an immersive look at law school and the admission process — was moved online, so students like Esparza could access it from home. Esparza virtually attended an LSAC PLUS Online program at the University of Texas at Austin’s Division of Diversity and Community Engagement this past summer. “It looked like a really good opportunity to develop my law school skills and get a sense for what to expect,” she says. “Additionally, it’s designed for students who come from low-income and underrepresented communities, so I felt like I really had a chance to be part of it.” There is no cost for the program, and participants receive a $1,000 stipend. LSAC also provided laptop computers and internet access to any student who needed that assistance to participate in the program. During the program, students learn about the skills needed to succeed in law school, the admission process, and their career options after law school. “Every professor, director, and faculty member who was part of the program was amazing,” Esparza says. “Even though COVID-19 is happening, I connected very well virtually with the other participants, and I continue to stay in touch with them.” She also says the information she learned about the admission process, such as the fact that the LSAT is just one component of schools’ admission decisions, was invaluable. “It only made me believe in myself more and continue to strive to pursue a career in law, regardless of the struggles that I may face,” she adds. “The individuals I came across, both staff and participants, were such an incredible support system.” Esparza plans to focus on immigration law and human rights law, areas where a diverse legal system — one that’s representative of the people it’s serving — is especially important. “If someone is truly committed to fairly representing a client because they understand their struggles, it can have such a big impact on the life and future of that client,” she says. “It’s important to open the doors of law to people from all backgrounds, and to be able to give hope and opportunities to marginalized communities. The people in these communities deserve to pursue careers in law, but they also deserve good lawyers who will fight for their rights.” Details about the 2021 PLUS Online program will be available soon. In the meantime, you can learn more by visiting the PLUS page of our website. You may also read about Starr Gibens, another 2020 PLUS Online scholar who recently shared her experience with us.

How Experience at an LSAC Law School Forum Sparked a New Career Path

2020-11-13

Kristen Juhan crunched the numbers and found her career wasn’t adding up. She’d majored in business economics in college and was working as a certified public accountant, but it wasn’t as fulfilling as she’d hoped it would be. “After a few years, I started looking at my career trajectory,” she says. “I wasn’t particularly interested in being a controller or a CFO or rising in the ranks of an accounting firm. My day-to-day work was a lot of time in Excel sheets, and I wanted to read and write more, and think more critically.” Certain areas of Juhan’s work involved collaborating with lawyers, and she says she envied the things they were able to do. “Their work was so much broader and more stimulating in my mind,” she says. That feeling led her on a path of career change — one in which LSAC’s Law School Forums, which are going on right now, played an important role. The forums are designed to allow law school candidates, or people just curious about earning a law degree, to connect with law school representatives, become more familiar with the application and admission process, and, more generally, learn about what legal education is like. This year, the forums have moved online due to the COVID-19 pandemic, and there is one event left: Saturday, December 12 (registration has been extended to December 10). Juhan attended an in-person forum in Chicago in 2011, at a time when she was really starting to question her current career path and look into law school. “A lot of people called me crazy,” she says. “I was looking at taking on a lot of student debt, I didn’t know where I wanted to be geographically or what I wanted to specialize in, and job security for recent law grads is never guaranteed. The forum was a great opportunity to canvass my options. I focused primarily on practical aspects of programs to try to understand how I could become a successful working lawyer. These included things like job placement statistics and experiential opportunities.” What came next would set Juhan on her new path. “I was walking around the forum with a big pile of pamphlets,” she says, “and the Tulane Law School table was in my line of sight. I didn’t even know what city Tulane was in at the time!” She spoke for 20 minutes with Susan Krinsky, who is now LSAC’s executive vice president for operations and chief of staff, but at the time was Tulane Law’s dean of admissions. “She was really interested in my story and my motivations for law school, and I think the seriousness with which I approached this decision impressed her,” Juhan says. “I emailed her when I got home that evening and reiterated my interest in the program, and I continued to update her on my work and other activities. Ultimately, I ended up being accepted, and I attended Tulane in large part thanks to this interaction.” At Tulane, Juhan thrived, graduating in the top 5% of her class. That, combined with her business and accounting background, helped her land a coveted job at a large law firm. After four years there practicing corporate law, she had acquired enough skills, she believed, to be effective as an in-house counsel. She now works at a financial services technology company. If you’re in a similar situation as Juhan was, is a career in law for you? She recommends doing a lot of research on what being a lawyer actually looks like. “Don’t be shy about reaching out to people in your network or that you’d like to meet,” she says. “You’d be surprised how willing people are to share their knowledge and mentor you.” She adds that for her, having been out of school for several years and on another career path wasn’t a detriment, but an asset. “There’s a lot to be said for somebody who has been showing up to work every day,” she says. “They understand the skills required to be successful in a working environment, how to answer to authority, and how to take criticism and manage their time.” Law schools and law firms value that, she says. “People can be intimidated by the thought of going into law,” she adds. “It can be demanding and competitive, and there are moments when it can take everything you have, but there is a place for you in it. I am continually validated and empowered in choosing this as my second career.” If you’re interested in attending the LSAC Digital Law School Forum on December 12, visit our website for more information.

LSAC’s PLUS Programs Help Set Students on the Path to an Impactful Legal Career

2020-11-05

Starr Gibens, a third-year student at North Carolina State University, was interested in a legal education before she attended an online Prelaw Undergraduate Scholars (PLUS) Program. After attending, though, she had no doubt law was in her future. “It made me more confident in my ability to attend and succeed in law school,” she says. “I am absolutely certain that I will pursue a law degree because of the PLUS Program and the tools it provided. My passion for legal advocacy and fighting systemic injustice was affirmed by this program.” In fact, that affirmation is a key goal of the PLUS Programs, which are hosted annually in the summer by LSAC’s member law schools, with support from LSAC. The programs provide an immersive experience that focuses on the skills needed to succeed in law school, the admission process, career options after law school, and networking opportunities. These programs are aimed at undergraduate students from underrepresented communities, but anyone can attend. There is no cost, and participants receive a $1,000 stipend. Due to COVID-19, this summer’s PLUS Programs were moved online, providing participants with a similarly immersive format that could be accessed from their homes. LSAC also provided laptops and internet access to participants in need of such assistance. Gibens says that while she was initially disappointed not to be attending in person, LSAC PLUS Online, hosted by the University of Akron School of Law, exceeded her expectations. “The virtual meetings were manageable, and the Akron program leaders worked hard to create a productive learning environment,” she says. “I was still able to build long-lasting relationships with my peers as well as the program facilitators and guests.” Gibens is a first-generation college student who had never seen a law school application or interacted with law professors or students. LSAC PLUS Online gave her that opportunity, she says, and she was also able to engage with a lawyer who, like her, is a Black woman — and was even familiar with the small town where Gibens grew up. “I know that there will be barriers to accessing law school and succeeding in law school as a first-gen Black woman from a limited socioeconomic background,” she says. “The program was designed to make my legal career goals more accessible despite these barriers.” Indeed, the PLUS Programs aim to expose underrepresented students to the impact they can make with a law degree — with the ultimate goal of leading to more people from such groups attending law school, becoming lawyers, and adding their voices to a profession in which diversity is critical. “If the legal system does not become reflective of the communities it intends to serve, then it can never adequately serve any community,” Gibens says. “The legal system will continue to discriminate, oppress, and perpetuate inequality if it does not become more diverse.” Gibens currently sees herself pursuing a career in criminal law or civil rights law, and thanks to the LSAC PLUS Online program she attended, she’s confident in her future. “This program has easily been a highlight of my undergraduate career,” she says. “In our current social climate, there are plenty of ways to learn about the functions and failures of our legal system. But these courses truly demonstrated what makes studying law and practicing law unique.”

How Lawyers with Disabilities Make Our Justice System Better

2020-10-20

October is National Disability Employment Awareness Month, and this year’s observance of this important event is particularly special: It’s the 75th such observance, and it coincides with the 30th anniversary of the Americans with Disabilities Act. At LSAC, we’re committed to helping people from all backgrounds, including those with disabilities, pursue their dreams of legal education and add their diverse voices to our justice system. To mark this occasion, LSAC partnered with the American Bar Association to produce a video about why law firms and other organizations should hire lawyers with disabilities. The video, recorded remotely via Zoom, includes a variety of people with disabilities who are involved in law and legal education. As one advocate notes in the video, lawyers with disabilities often can use their unique perspectives to approach problems in creative ways. Evita, a recent law graduate with mild cerebral palsy, notes that people with disabilities “are known for being innovative and creative because we’re used to the world not always being accessible to us, so we have to improvise and come up with our own solutions.” Jared, a deaf law professional, adds in the video that his disability forces him to be more attentive and focus intently on what is being said in the courtroom or in other legal settings. And Angelica, a law school fellow who is neurodiverse, says she is able to see the world in a much different way from the average person and thus better empathize with other people and be more creative when solving problems. At LSAC, we know how much better our justice system functions when it reflects the people it serves, so having lawyers with disabilities in that system is crucial. To that end, we offer extensive disability accommodations for the LSAT, and those efforts are continuing as we administer the LSAT-Flex during the COVID-19 pandemic. We also are committed to ensuring that the LSAT is free of bias against any group, including those with disabilities. In this way, we can ensure that anyone who wants to add their voice to our legal system gets a fair shot. The U.S. Department of Labor has made “Increasing Access and Opportunity” the theme of this year’s National Disability Employment Awareness Month, and LSAC joins the ABA and our partner law schools in renewing our commitment to promoting access and opportunity for law school candidates and lawyers with disabilities. We need these diverse voices in the legal profession as we pursue our goal of giving every member of our society access to justice. #addeventatc1 {display: none;} .videoWrapper { position: relative; padding-bottom: 58%; /* 16:9 */ padding-top: 25px; height: 0; margin: 1.625em 1.625em 1.625em 0; } .videoWrapper iframe { position: absolute; top: 0; left: 0; width: 100%; height: 100%; } @media screen and (max-width: 975px) { .videoWrapper { padding-bottom: 54%; /* 16:9 */ } } @media screen and (max-width: 499px) { .videoWrapper { padding-bottom: 46%; /* 16:9 */ } }

Building a Just Society: The Role of Lawyers and Legal Education in Uncertain Times

2020-10-13

We recently celebrated two years of LSAC’s “Live with Kellye & Ken” webinars and marked the anniversary by hosting a conversation with Dean Jenny Martinez of Stanford Law School. There’s so much going on in the world right now, from the ongoing COVID-19 pandemic, and its resulting damage to the economy, to the protests and clashes over racial injustice and a pivotal upcoming election. We wanted to take a moment to reflect on the role of law and legal education during these unprecedented times, and Dean Martinez was able to offer a thoughtful look at why now, more than ever, is the time to start a career in law. Dean Martinez noted that these troubled times highlight the role of lawyers as problem solvers who can resolve differences and bring us together. Current events have demonstrated the power of law in shaping the society we live in and the opportunities people have. “You really do have the potential to make a difference,” Martinez said, “and to figure out what’s not working and think about how to do it better.” It’s a challenge, but also inspiring, and aligns with the research we’ve done at LSAC: People really do want to get out there and make a difference via a law degree. Of course, there are many pathways to a law degree, and Dean Martinez is proof of that. Her mother, who’s now retired, was a lawyer, but Dean Martinez didn’t always know she wanted to enter that field. She had many different interests in high school and college, then took some time off after college before deciding to go to law school. “For me, time off after college was productive,” she said, noting that people concerned about enrolling during COVID-19 might benefit from the same approach. “Think about why you want to study law; then, if it’s what you want, take the leap.” For those who have taken that leap this year, Dean Martinez shared what campus life looks like during a pandemic. Stanford Law School, like many schools across the country, is employing a hybrid model with a mix of in-person and online classes. The school is also offering some classes outdoors, where the risk of spreading COVID-19 is dramatically lower. “Everyone is trying to deal with uncertainty as we navigate this,” she said. “We’re trying to be as cautious as we can and support people’s choices.” Dean Martinez also touched on how schools are helping their students through this challenging time. Stanford has provided additional financial aid and support to students affected by COVID-19, and it is also looking for creative ways to help stressed-out students. Additionally, the school, like many others, is providing coursework that addresses the social issues we’re currently facing to help contextualize why these students are in law school and the important mission they’re aiming to serve. As we move past COVID-19, Dean Martinez expects that the practice of law and the way law schools operate will be forever changed. Technology will play more of a role in both arenas than it ever has, with more law firms and court systems doing business online. In a larger sense, Dean Martinez believes technology, and its role in our society, must be at the forefront of lawyers’ minds, as must our country’s need to grapple with its history of racism and the way the law has both perpetuated, and can be a part of ending, it. As Dean Martinez noted in closing, the rule of law is the basic foundation on which people’s well-being is built. It’s a noble calling, she said, for lawyers to help create the conditions under which a society can flourish, and that sentiment dovetails with LSAC’s mission of creating a more just and prosperous world through legal education.

How to Make the Most of LSAC’s Digital Law School Forums

Gisele Joachim — 2020-09-23

Without the ability to host in-person events during the COVID-19 pandemic, law school candidates and admission offices have had to get creative, with virtual office hours, Zoom panels, and other opportunities to connect digitally. LSAC is also embracing those opportunities. Our popular Law School Forums, which are typically held in several major cities each fall, have moved online this year but will still offer a wealth of information and connection opportunities for law school candidates. During a recent webinar on how to make the most of fall recruiting events and LSAC Forums, I spoke with Reggie McGahee, associate dean of student affairs, admissions, and financial aid at Washington, D.C.’s Howard University School of Law, and Kristen Juhan, a former law student and participant in LSAC’s forums who is now a practicing corporate lawyer. Both shared some advice for candidates looking to maximize the benefits of these newly digital opportunities as they consider where to start their journey in law. Do your homework: With more than 200 law schools participating in each forum, you’ll want to make sure you have sufficient time to connect with those on your list. Before the event, contact your preferred schools or visit their websites to get answers to basic questions, such as admission requirements and the median LSAT score and GPA of recently admitted applicants. Don’t rely on blogs or third-party websites, which can sometimes have incorrect or outdated information; instead, go directly to the source. Take advantage of the entire event: In addition to opportunities to connect with law school representatives, each forum will feature workshops and information booths designed to answer your questions and help you plot your path into law. Information about financial aid resources, preparing for the LSAT, and other on-demand content will be available, and several times per day, there will also be a live presentation that will look much like a Zoom session. You may view the full schedule here. Put your best foot forward: LSAC Forums provide an invaluable opportunity for candidates to connect with law school representatives in one place, as nearly every ABA-approved law school participates in the forums. And now that the forums are digital, schools are able to engage even more representatives such as alumni, academic support, and career services. While it’s natural to have some anxiety going into an event like this, much of that anxiety can be alleviated with just a little bit of preparation and remembering that law school representatives are people too — and that they want to see you succeed. If you’ve done your research and gotten a handle on what you want to get out of the forum, you’re likely to have a great experience. Keep an open mind: Don’t focus too much on school prestige or rankings, advised Juhan; instead, think about areas of law that interest you or parts of the country where you might one day want to live and work. Juhan shared that her choice of attending her law school came entirely from a conversation she had with that school’s dean of admissions at an LSAC Forum. Before that, her school of choice hadn’t even been on her radar, but their talk made her realize that it offered the best fit with her goals. Forging a connection with an admissions professional during a forum is another great way to open up ideas. Ask the kinds of questions that will help you find your fit: LSAC Forums provide an excellent opportunity to determine which law school is the right fit for you. Think about what’s important to you, then ask intelligent, probing questions that will get to the heart of that passion. Are there clinics at a school that are oriented toward your areas of interest? What about externship opportunities? What’s the alumni network like? Does the school help with career placement? Get noticed: The forums present a unique opportunity for you to market yourself to the people who make decisions about incoming classes. Take that opportunity seriously, and approach it as an interview. Make sure your interest in law and the school is clear, and practice your professionalism. Also embrace the opportunity to network, both at the event and in follow-up communications. Our first LSAC Digital Law School Forum is coming up on Saturday, September 26, and you have until September 23 at 11:59 p.m. ET to register. Future forums are planned for October, November, and December. We hope to see you there!

The World Needs More Ruth Bader Ginsburgs

Kellye Y. Testy — 2020-09-19

LSAC joins the entire legal community and nation in mourning the loss of Supreme Court Justice Ruth Bader Ginsburg, and we offer our condolences to her family and friends. She was a true giant of American jurisprudence and a tireless champion for justice and equal opportunity. Justice Ginsburg was also a pioneer – not only the second woman ever appointed to the U.S. Supreme Court, but also one of the most important figures in the history of the movement for equal rights and opportunities for women. Her passion for justice, her tenacity in pursuit of equity and opportunity, and her commitment to the rule of law will continue to serve as inspiration and motivation for us to do our part to make our world a better place.

In these challenging times, we need an entire generation of Ruth Bader Ginsburgs to step forward and fight for a more just and prosperous society.

I had the honor of being in the presence of Justice Ginsberg many times. Each one I will treasure all my life. Most recently, she spoke to a standing room only crowd at the 2020 AALS Annual meeting. But one interaction stands out. At a Ninth Circuit Judicial Conference where we were both at a small dinner, she said, “Congratulations. I hear you are the first woman to be the dean of the University of Washington’s law school.” “Yes,” I said, “Thank you.” “Kellye, let’s be frank — it is about time — isn’t that school about 100 years old? I hope you make up for lost time.” I remain committed to that goal. Justice Ginsburg inspired an entire generation of young people – particularly young women – to see the human and social impact of our judicial system, as well as a pathway for themselves to effect change in the world through law and advocacy. I hope this beautiful remembrance by the New York Times becomes required reading in high school civics classes across the country. And even more importantly, I hope her story inspires an entire generation of young people to pursue legal education as a way to express their values and ideas. In these challenging times, we need an entire generation of Ruth Bader Ginsburgs to step forward and fight for a more just and prosperous society. Kellye Y. Testy President & CEO, LSAC

Diversity, Equity, and Inclusion Updates and Resources to Help Candidates Navigate Law School Admission

2020-09-18

Diversity, equity, and inclusion (DEI) are part of the Law School Admission Council’s origination story and are principles central to our mission. In line with our ongoing commitment to DEI, we launched the LSAC Justice Hour series. This webinar series explores some of today’s most important issues with a goal of working together for true equity and positive change. The series kicked off with a focus on SOGI (Sexual Orientation and Gender Identity) in June as we celebrated Pride Month. Another episode cast a spotlight on the Law Deans Antiracist Clearinghouse Project, which was created by several law deans of color through the Association of American Law Schools. The project strives to focus on teaching, scholarship, service, activism, programming, and initiatives on strategies to eradicate racism. We were honored to host this webinar Q&A, moderated by LSAC DEI Committee Chair Kristin Theis-Alvarez, dean of admissions and financial aid at the University of California, Berkeley, School of Law, and Tracy L. Simmons, assistant dean of admissions and financial aid at McGeorge School of Law, University of the Pacific, with three of the distinguished deans who helped launch the project: Angela Onwuachi-Willig of Boston University School of Law, Carla D. Pratt of Washburn University School of Law, and Danielle M. Conway of The Pennsylvania State University, Dickinson Law. Other Justice Hours have offered an inside look at recent SCOTUS rulings impacting LGBTQ+ and undocumented individuals in the United States, hosted by Dean Erwin Chemerinsky of the University of California, Berkeley, School of Law, and a conversation featuring a panel of formerly incarcerated prospective and current law students, and lawyers — a group known as the justice-impacted— who discussed the unique barriers and challenges they faced, or are facing, during the law school admission process. Moderated by LSAC Presidential Innovation Fellow Miguel Willis and Executive Director and Founding President of the National Justice Impact Bar Association (NJIBA) Dieter Tejada, this webinar also set the stage for a Justice-Impacted People’s Law School Survey. This survey was administered by LSAC and NJIBA to admission professionals at all LSAC member law schools to identify and assess policies and procedures that specifically affect each law school’s justice-impacted population. Bringing the community together to discuss important topics like these reminds us that by truly taking the time to learn, listen, engage, and take action, we can together make a difference in the world. We saw overwhelming participation in these webinars and will continue to plan more Justice Hour events for prospective and current law school candidates and our legal education community. We are also offering many other resources to help law school candidates connect while successfully navigating their enrollment journeys. For instance, we recently concluded this summer’s PLUS Online program. PLUS is focused on supporting college students from racial, ethnic, and minoritized groups that have been historically underrepresented in the legal profession. Due to COVID-19, the until-now residential learning programs moved to an online format hosted by seven law schools that allowed approximately 200 students to learn and engage remotely. An additional 430 students were able to participate in the Prelaw Focus: PLUS Webinar Series — a weekly webinar series exploring topics such as the LSAT, preparing for the law school admission process, how to finance a legal education, and careers in law. We are pleased with the impact this program continues to have as well as the other support, such as the COVID-19 resources page, we are able to offer to help candidates continue on their path to law school. While the COVID-19 pandemic forced cancellation of this year’s in-person law school forums, LSAC is hosting a series of digital law school forum experiences on September 26, October 13, November 4, and December 12. Candidates will be able to connect with admission representatives, prelaw advisors, and other experts from schools across the U.S. and Canada and get answers to their questions from the comfort and safety of their own homes. They will also be able to participate in educational programs on the application process, financial aid, the LSAT, and more. By hosting our forums online this year, we hope to broaden access and garner even more participation from law school aspirants. When it comes to the LSAT itself, LSAC is making candidates’ well-being a top priority. In-person administrations of the LSAT have been canceled through the November administration, and in their place, candidates can instead take the online, remotely proctored LSAT-Flex, which meets LSAC’s rigorous standards for test quality and security. As part of our commitment to ensuring test takers have the equipment and other resources they need to take the LSAT-Flex, we have assisted thousands of candidates in obtaining a loaner device, an internet connection, or a quiet place to test. Many of these individuals would not have been able to meet their law school application deadlines without this assistance. We are committed to helping these candidates and many more move forward with their law school journeys, many of whom have applied for this fall — as we saw with a spike in applicants following the May LSAT-Flex — with the number of Black or African American and Hispanic/Latinx applicants continuing to rise. We have administered more than 57,000 LSAT-Flex tests since the pandemic hit. Lastly, our fee waiver program offers millions of dollars in financial assistance each year to help qualified candidates move forward with their law school journeys. We encourage candidates to take advantage of this and a wealth of other information and free resources, including Official LSAT Prep practice tests available from LSAC on LawHub and the Khan Academy to help them along their journeys to law school.

The Future of Accessibility and Law

2020-08-11

As we continue to celebrate the 30th anniversary of the Americans with Disabilities Act, we invite you to view a recording of a webinar we cohosted earlier this year on the future of accessibility and law. The discussion focused on some of the challenges that law school students with disabilities are facing during COVID-19 and how the legal education community is working to address them. How can law schools ensure that candidates and students with disabilities are getting a fair chance and reasonable accommodations at all times, including this especially unsettling time amid the COVID-19 pandemic? To explore this topic, LSAC CEO Kellye Testy and iLaw President Ken Randall hosted an episode of “Live with Kellye & Ken” that focused on the future of accessibility and law. Panelists included Dean Michael Waterstone of Loyola Law School, Los Angeles; Dean Ronald Weich of the University of Baltimore School of Law; Professor Peter Blanck, also chairman of the Burton Blatt Institute (BBI) at Syracuse University College of Law; and Leanne Shank, LSAC’s senior vice president for legal and corporate affairs and general counsel. Among the highlights of this one-hour discussion was a look at some of the challenges facing law students with disabilities. Blanck, who has done tremendous work in this area throughout his career, shared the results of a 2020 study showing that in addition to the implicit (and explicit) bias experienced by lawyers across their careers, many also experience high levels of stress and mental health issues. The COVID-19 crisis, however, provides an opportunity for us to embrace a “new normal” where telecommuting, both in law school and in the legal profession, becomes more accepted; this could open the door for law schools to accommodate students for whom traveling to campus is difficult or impossible. Overall, Blanck proposes an extension of the traditional thinking regarding disability accommodations — one that includes a flexible approach that allows everyone to participate. Organizations using that approach tend to have greater employee satisfaction, retention, and productivity. Waterstone and Weich echoed those sentiments, noting that with more people with disabilities now attending college, we must make sure they are accommodated should they choose to attend law school. All of us in legal education, though, currently exist in a moment where things are not “normal” and we’re leveraging new technology in the nimblest ways we can. As we do that, we must accommodate the needs of students with disabilities, which can be easier said than done. Remote instruction can pose problems for students with vision or hearing impairments, or for those with anxiety or mental health challenges, for example. There are no easy answers, but it’s important to discuss the questions and make sure people know they’re not being ignored. And Waterstone made a key point: When building any program, schools must consider accessibility from the beginning to avoid playing catch-up later. An important topic of discussion was the pervasive bias against accommodations that still exists among some, and that bias, Blanck said, holds that those who have a disability and receive an accommodation are somehow getting an advantage in law school, and that they will in turn be disadvantaged on the bar exam or in their career. But accommodations are not about getting an advantage; they’re about leveling the playing field among otherwise qualified candidates and students. Blanck noted there is no research suggesting that such accommodations have a negative effect on bar passage rates or career success. Weich added that the key is to have an interactive, individualized process for every student and every class so that we can meet everyone’s needs while also preparing them for the bar and the profession. Core to LSAC’s mission is promoting quality, access, and equity in law and education and supporting every individual who wants to pursue law school. As Shank noted, we underwent a detailed review of every process and policy to see that our procedures did not place any unnecessary and inequitable burdens on candidates and students with disabilities. That exercise formed a blueprint that law schools could use to review their own accommodations policies. Schools, she said, must understand the challenges these students face and be willing to modify their practices accordingly, because students with disabilities are needed in the legal profession more than ever with an increasingly diverse world. In keeping with our focus on diversity, equity, and inclusion, LSAC aims not only to be compliant with accessibility standards, but to ensure that our products and services are designed for people of all abilities. .videoWrapper { position: relative; padding-bottom: 56.25%; /* 16:9 */ height: 0; } .videoWrapper iframe { position: absolute; top: 0; left: 0; width: 100%; height: 100%; }

A Trailblazing Lawyer Advocates for Accessibility and Inclusion

2020-07-31

Haley Moss knows that for our legal system to function the way it should, it needs to look like the people it represents — including people with disabilities. “We need all types of minds to get all kinds of jobs done,” she says. Moss embodies that concept in more ways than one: Not only is she Florida’s first openly autistic lawyer, but she also is a public speaker and consultant on disability and neurodiversity at work. LSAC is honored to share Moss’s inspiring story. Moss initially thought she would be a doctor — “I thought the coolest thing would be to become an autistic psychiatrist,” she says — but soon realized she wasn’t passionate about the sciences. She decided to focus on what she enjoys: helping people, making a difference, writing, and speaking — all things lawyers do. After her undergraduate work at the University of Florida, she graduated from the University of Miami School of Law; from there, she worked mostly in antiterrorism litigation at a firm in Florida before starting her own public speaking and consulting business. “I do plan on jumping back into practice soon,” she says. Moss is hoping to change the fact that not many lawyers are open about their disabilities. “I remember in my first year of law school, there was a blind student in my section, but she did not return for the second semester — and I wondered why,” she says. “Law school is not always as accessible as it could be for people with disabilities. However, if more people with disabilities go to law school and begin working in our communities, they’ll be able to create the change we need.” In fact, Moss credits being a lawyer for putting her in a position in which people respect, listen to, and trust her more. This enables her to effectively advocate for inclusion and neurodiversity in the workplace. But getting there wasn’t always easy, especially when she didn’t know any other attorneys with disabilities as a law student. Early in her career, though, she met an attorney with her same diagnosis, and the two had a memorable conversation. “It was very meaningful to talk to someone with their own firm who had the same diagnosis as me,” she says. “It shows we’re out there.” Moss now plays a role in inspiring others to discover the benefits of a legal education as part of LSAC’s BE IndiVISIBLE campaign, which encourages all people from all walks of life to consider law school. For any law student or lawyer with a disability, Moss recommends “showing up as your full self” — in other words, not hiding your disability or acting like someone you’re not. “Don’t try to be the same as your neurotypical or nondisabled counterparts,” she says. “But remember, if you do choose to disclose your disability, make it clear that it’s not everything you are.” We’re grateful to Haley Moss for allowing us to share her story. LSAC is committed to promoting accessibility in legal education and the legal profession. We are grateful for people like Haley Moss who are adding their vital voices to our community — and, in turn, creating a more just and prosperous world.

LSAC Celebrates 30 Years of the Americans with Disabilities Act

2020-07-27

Yesterday, July 26, marked the 30th anniversary of the Americans with Disabilities Act, arguably one of the most important pieces of civil rights legislation in the past three decades. When the ADA was signed into law in 1990, it outlawed discrimination against people with disabilities in employment, housing, and many other aspects of public life. LSAC is proud to celebrate the passage of this landmark law, and to affirm our commitment to helping those with disabilities as they pursue a legal education and a career in law. The ADA was championed by U.S. Representative Tony Coelho, whose own experience made him a strong advocate for disability rights, as he explained on a recent episode of the Southeast ADA Center’s “ADA Live!” podcast. As a teenager, Coelho suffered a head injury in a car accident and began having seizures, but he was not diagnosed with epilepsy until he began pursuing his goal of becoming a Catholic priest. The diagnosis disqualified him because the church, in Coelho’s words, believed having epilepsy was akin to being “possessed by the devil.” He was despondent but eventually came to realize that “you’ve got to end up loving yourself and believing in yourself to do what you want to do; if you don’t do that, others won’t either.” It gave him the drive to work toward his own success and to fight for the rights of those with disabilities. The ADA, Coelho notes, came about because while other federal legislation had addressed certain aspects of this discrimination, those with disabilities were not in a protected class and lacked the right to go to court and take on those who were discriminating against them. “Once the bill was enacted, we had the right to go to court just like any other group,” he says. Now, the ADA has become a way of life, and those who were born with or acquired a disability after 1990 don’t know any other way. “It’s great that young people don’t know what happened,” Coelho says. “They just know they have rights.” At LSAC, we’re committed to upholding the spirit of the ADA by ensuring that anyone with a disability is able to pursue their dream of a legal education. That starts with our flagship test, the LSAT, which is designed to level the playing field and give every candidate an equal opportunity to be admitted to law school. We have a long history of accommodating test takers with disabilities, and with the move to our online LSAT-Flex exam during the COVID-19 pandemic, we’re being proactive about working with universities and test centers to ensure that test takers have access to the devices and quiet spaces they need. Additionally, Leanne Shank, LSAC’s senior vice president for legal and corporate affairs, general counsel, and corporate secretary, has been active in working with disability associations and communities to enhance the candidate pipeline and reduce barriers to legal education and the legal profession. Shank’s quest to learn more about and reduce burdens for candidates with disabilities derives, in part, from seeing the challenges disabled family members must overcome as well as LSAC President and CEO Kellye Testy and the organization’s commitment to diversity, equity, and inclusion. In addition, Shank’s sense of social justice and her involvement in workshops, webinars, and symposia that advocate for individuals with disabilities inspire her to continually explore, together with her LSAC colleagues, ways to provide effective accommodations for test takers with disabilities. LSAC is planning even more initiatives in collaboration with various disability organizations and hopes to expand its efforts to help law schools and members of the legal profession welcome and support individuals with disabilities. “The most important thing to me,” says Tony Coelho, “is that young people are covered by the ADA from the day they’re born until the day they die.” That important legacy means the ADA will continue to impact lives for many decades to come, and LSAC aims to do the same as an ally of those with disabilities who seek to add their diverse voices to the legal profession.

How LGBTQIA+ Law Students Are Navigating Through COVID-19

Jason Owen — 2020-07-24

The COVID-19 pandemic has disrupted higher education in an unprecedented way, and one aspect of that disruption is that LGBTQIA+ law students, who already face unique challenges on their path to a career in law, are now finding it harder to connect with other members of their community. How can we reimagine the idea of “community” during this time of upheaval and health concerns? During a recent LSAC webinar, Mario Villa, director of student recruitment and financial aid at the University of Texas School of Law and a member of LSAC’s Sexual Orientation and Gender Identity (SOGI) Subcommittee, discussed that question with four current law students who identify as LGBTQIA+. Pat Deering, a rising evening 4L at Capital University Law School, said the adjustment to remote learning has been difficult, especially given the lack of in-person networking events. “You kind of realize quickly how this is a career that depends on face-to-face interactions and personal connections,” he said. Abigail Orgeron, a rising 3L at the UT School of Law, added that many law students are currently stuck at home, possibly with family or roommates who may be unsupportive of their identity. “It’s important to be reminded that our experiences are real and valid,” she said, by reaching out to friends and other members of the community. Kay Goldberg, a rising 2L at UT, and Ethan Armitano, a rising 3L at Roger Williams University School of Law, both talked about the academic challenges associated with the current situation. Ethan reported having to create a space at home where he could block out the outside world and focus on school. And Kay said they changed their expectations and routine to account for the fact that their attention span at home is different than it is on campus. The students also discussed the challenge of having difficult conversations with their peers, both about LGBTQIA+ issues and about other recent events. Kay and Abigail mentioned the publication, last year, of an issue of the Texas Review of Law and Politics that included rhetoric widely seen as transphobic and homophobic. Kay said the community of friends and allies who spoke out against that rhetoric was heartening, but the flip side was realizing how many people they knew who were involved with the journal’s publication. As Pat noted, most people who attend law school will meet other students who have “backwards opinions” on these issues. “Unlike undergrad, you don’t have to be gentle in conversations anymore,” he said. “The legal profession is, at its heart, confrontational. You don’t have to coddle these backwards opinions; you’re free and open to challenge them.” In general, the students suggested reaching out to LGBTQIA+ lawyers in the surrounding city to get a sense of community. Ethan noted that the LGBTQIA+ alliance at his school has been helpful in making those connections. And Abigail stressed the importance of listening — for allies, as well as for members of the community. “Even if you’re part of the community, you aren’t every part,” she said. Given the protests against police brutality and systemic racism occurring now, many incoming 1Ls, particularly those in the LGBTQIA+ community, may be asking whether they can truly effect change as a lawyer. Abigail recalled advice from one of her professors, Mechele Dickerson at Texas Law, regarding the core classes that 1Ls have to take: “In order to fix a system that is broken, you have to first understand the system.” And Pat added that students don’t have to choose between law school and protesting. “Being a student doesn’t prevent you from taking direct action,” he said. In closing, the panelists advised LGBTQIA+ law students to be themselves, form relationships, and remember that they aren’t in this alone — a perfect way to cap this discussion of our changing concepts of community. Our sincere thanks to the panelists and Mario for this engaging discussion.

How Recent Supreme Court Decisions Affect Legal Education

2020-07-22

On a recent installment of the Law School Admission Council’s Justice Hour, a series of webinars focusing on advancing equity and inclusion in the legal profession, we were honored to host Dean Erwin Chemerinsky of the University of California, Berkeley, School of Law. Dean Chemerinsky — a national expert on issues of constitutional law, federal practice, appellate litigation, civil rights and civil liberties, and criminal procedure — joined us to discuss two recent decisions by the U.S. Supreme Court that affect legal education and important aspects of Americans’ lives. As Dean Chemerinsky noted, the current Supreme Court term has been extraordinary. If the court issues decisions on all of its remaining cases, it will have issued just 54 cases this term — the fewest since 1864. For the first time in history, the court held oral arguments by telephone and broadcast them live. But most importantly, there have been a number of “blockbuster” cases, two of which were highlighted during this Justice Hour session. The first case, Bostock v. Clayton County, which was decided on June 15, involved Title VII of the 1964 Civil Rights Act, which prohibits employment discrimination on the basis of race, sex, or religion. The issue before the court was whether this prohibition also forbids discrimination on the basis of sexual orientation or gender identity. The Supreme Court case was a combination of three lower-court cases: two involving employees who were fired when their employers learned they were gay, and one in which Aimee Stephens, a transgender funeral home worker, was fired for being transgender. The lower courts were split on whether Title VII applied to these cases, and the Trump administration sided with the employers in all three cases. On June 15, in a 6-3 decision, the Supreme Court held that Title VII does prohibit discrimination on the basis of sexual orientation or gender identity. Dean Chemerinsky explained the Court’s reasoning with the following example: Say an employee named Chris works for an employer but never meets the employer in person, instead communicating via email or text messaging. Chris makes references to having a husband, and the employer assumes that Chris must be female; when they finally meet and the employer learns Chris is male, Chris is subsequently fired. If Chris were female, he would not have been fired; thus, such an action is employment discrimination on the basis of sex, as specified in Title VII. Dean Chemerinsky said this ruling has the effect of extending federal protection against such employment discrimination to residents of states that do not have laws prohibiting that discrimination. And it opens up more than 100 other federal statutes that prohibit sex discrimination to also be interpreted as prohibiting gender identity or sexual orientation discrimination. It also brings employers’ ability to discriminate on religious grounds into question, and that issue will likely be litigated in the months and years ahead. Finally, Dean Chemerinsky suggested this ruling could mean more protection for LGBTQ+ individuals under the Constitution, as well as under Title VII. The second case, Department of Homeland Security v. Regents of the University of California, involved the Deferred Action for Childhood Arrivals (DACA) program created by President Obama via executive order to extend two-year deferred deportation status and access to certain benefits, such as work permits, to some 800,000 individuals brought to the U.S. at a young age. Many of these so-called “dreamers” are enrolled at American universities and law schools or have earned their law degrees and are working in the legal profession. President Trump rescinded DACA, with his administration claiming that it was an illegal program. But in a 5-4 decision on June 18, the Supreme Court found that Trump’s rescinding of DACA violated the federal Administrative Procedures Act, which specifies that a federal agency’s decision cannot be arbitrary and capricious, and instead must have an articulated, legitimate reason. While this ruling means that those 800,000 “dreamers” retain their DACA status, Dean Chemerinsky noted that the court did not prevent the president from rescinding DACA in the future. Any such order will likely be litigated and tied up for months; thus, the ultimate outcome likely depends on the outcome of the presidential election in November, unless Congress can get beyond its partisan divide and create an alternative solution for those individuals. Our thanks to Dean Chemerinsky for this thoughtful and illuminating look at how these two cases, and the law in general, affect all of us, often in the most important and intimate ways. We hope you’ll join us on a future LSAC Justice Hour for more discussion of the trends and events shaping our ever-changing world of legal education and the law.

LSAT-Flex and Supporting Candidates During COVID-19

Kellye Y. Testy — 2020-06-23

This post originally appeared on TaxProf Blog on June 23, 2020. View the original posting. We have just completed the June administration of the LSAT-Flex, the online, remotely proctored delivery of LSAT that we designed to give law school candidates the opportunity to complete their application to law school despite the COVID-19 restrictions on travel and large gatherings. More than 8,000 candidates took the LSAT-Flex last week, bringing to nearly 18,000 the number of candidates who have successfully completed the LSAT-Flex over the past 5 weeks. Many of these candidates are applying for admission to law school this fall, and schools are delighted to be able to continue to count on the same score scale and the reliability, validity, and fairness of the LSAT as one factor in their holistic admission decisions. Each year, roughly 99% of law school matriculants include an LSAT score in their successful applications. Obviously, an online, remotely proctored test raises important questions of equity and access to technology. LSAC was committed to helping every test taker to have the equipment and resources they needed. We proactively asked test takers to let us know if they needed assistance with a computer or a secure internet connection or a quiet and appropriate place to take the test. We provided roughly 200 loaner computers to test takers for each of the May and June tests, and we offered hotel vouchers to any candidates who indicated they needed a reliable internet connection or a quiet place to test. We will continue to take every step possible to ensure that the extraordinary testing measures required by the COVID-19 emergency do not set back our shared efforts to increase diversity, equity, and inclusion in legal education. Creating a whole new testing format in the span of three months was a daunting challenge, but we viewed it as critical to providing candidates with the opportunity to earn a score and continue their law school journeys. The COVID-19 crisis had created a significant and growing shortfall in the number of candidates applying to law school this year. Just two weeks ago, applicants for fall 2020 admission were lagging more than 1,400 behind last year, and the gap was widening. Since the May LSAT-Flex scores were released on June 5, we have seen a surge in applications that has cut the gap by nearly 60 percent. Thanks to the May LSAT-Flex scores, more than 1,600 new candidates have applied for fall admission in just the past two weeks, and applications continue to be way above normal levels for this time of year. With continued strong applications based on the May test scores, and June LSAT-Flex scores coming out on June 30, it is possible that 2020 applicant levels may equal or even exceed 2019 levels, which were the highest since 2012! As Paul pointed out in his June 1 blog post, the shortfall in applicants was particularly acute among some key groups, but we have seen great progress over the past few weeks. On May 31, the number of Black or African American applicants was lagging 5.3 percent behind 2019; now that gap has dropped to 1.5 percent and continues to shrink. Hispanic/Latinx applications were down 1.5 percent as of May 31; now, Hispanic/Latinx applications are actually running 0.8 percent above 2019 levels. Figures for other demographic groups are below, which show improvement for many groups, but still a pressing need to further build the pipeline of diverse candidates for law school. Needing particular attention is the American Indian/Alaska Native category, which LSAC supports through our partnership with the American Indian Law Center and other measures. The Native Hawaiian and Other Pacific Islander numbers are also concerning, and we are committed to working to improve those as well. Year-Over-Year Comparison of Applicant Volumes, Comparing YTD 2020 vs YTD 2019, as of May 31, 2020, and June 21, 2020 Group May 31 June 21 Aboriginal or Torres Strait Islander Australian -37.5% -37.5% American Indian or Alaska Native -6.4% -4.9% Asian +1.3% +3.6% Black or African American -5.3% -1.5% Canadian Aboriginal/Indigenous +26.2 +25.6 Caucasian or White -4.1% -2.2% Hispanic/Latinx -1.5% +0.8% Native Hawaiian/Other Pacific Islander -7.6% -6.4% Not Indicated +1.9% +3.7% Puerto Rican -0.0% +3.3% Behind every one of these numbers is a human story — a student with a dream of attending law school in order to contribute to their community and make the world a better place. As the protests against systemic racism in communities all across America and the economic, geographic, and racial disparities of the COVID-19 pandemic make abundantly clear, we desperately need more lawyers who can help our communities recover and rebuild in a more just, equitable, and sustainable manner. We are committed to doing everything we can to open the doors to legal education, now more than ever.

How Law Schools Can Address Diversity Issues During COVID-19

Camille deJorna — 2020-06-22

As the COVID-19 pandemic continues to evolve, its tragic effects are being compounded by the disparities entrenched in our society, particularly when it comes to access to health care for members of minority groups. Lawyers can help address these disparities, and the Law School Admission Council helps create lawyers. These disparities are of particular interest to me, because in addition to my work at LSAC, I am a founding member of the Minority Network, a group of law school admission professionals that today has more than 300 members. LSAC and the Minority Network recently hosted a webinar, which I moderated, aimed at offering updates, strategies, and coping techniques for addressing diversity issues during the COVID-19 crisis. The idea behind this webinar was the spirit of moving forward together to create the next generation of diverse law students and lawyers. Below is a summary of what our panelists discussed during the event. Trish Refo, American Bar Association president-elect and partner at Snell & Wilmer in Phoenix The ABA is deeply committed to the legal education community during this crisis. In response to growing legal needs related to COVID-19, the ABA has created a nationwide task force of volunteer lawyers and judges. This group is identifying legal needs arising from this pandemic, making recommendations on how to address them, and helping to mobilize lawyers to assist, pro bono, the people who need legal help now and will need it as we come out of this pandemic. More information about this effort can be found on the ABA’s website. The ABA has also produced a series of webinars to address the challenges of the pandemic, including its disproportionate impact on African American, Hispanic, and Native American communities as well as its impact on voting rights. Other webinars in the series will examine the pandemic’s impact on law school candidates, 3L students, and young lawyers, with many more topics in the works. Kevin Washburn, dean of the University of Iowa College of Law and chair of the LSAC Board of Trustees Law schools have now figured out how to get through the spring semester and commencement via virtual tools; the current focus is on how to serve constituents throughout the summer. COVID-19 is hitting minority and disadvantaged communities the hardest, and law schools must help those students in particular as they try to navigate the uncertainty of bar exams amid ongoing health concerns. For 1L and 2L students, plans to work in law offices over the summer may be falling through; again, this impacts minority and first-generation students the hardest, since they are less likely to have previous experience in a professional setting. Finding activities for these students over the summer, whether via a summer curriculum or some other program, will be crucial. For the fall semester, schools are examining how to create a sense of cohort among students (in the event that classes are online) and how to protect vulnerable students and professors (in the event that classes are in person). In this unprecedented time, it’s important for all parties to be patient, not just with others, but also with themselves. Susan Krinsky, LSAC senior vice president for candidate services, chief of staff, and director of enrollment services As of the webinar date, applicants to ABA law schools were down 4 percent compared with last year, while applications were down 3.1 percent. As had already been shared, the LSAT-Flex was being administered in May and June. (Since the webinar aired, it was announced that the LSAT-Flex would also be administered in July.) When it comes to candidate attitudes, LSAC recently surveyed applicants about a variety of topics, including the likelihood that they would enroll this fall; a full report of that survey will be out soon, but in general, most students expected to enroll as planned. LSAC continues to work on a variety of assessments to help schools and candidates forecast success in law school. Mary Ann Ferguson, assistant dean for diversity and equity services at Michigan State University College of Law As members of the Minority Network, we are finally starting to balance the scales of justice in favor of multiculturalism and diversity, and the COVID-19 pandemic, as devastating as it is, provides new opportunities to do so. The CARES Act recently passed by Congress includes millions of dollars in aid that law schools can use to close the “digital divide” often experienced by law candidates and students from minority and underrepresented groups. Additionally, schools must examine their financial aid resources to make sure students now living at home or caring for loved ones can receive the assistance they need, ensure that counseling resources are in place for those having difficulty coping with the current situation, and use their diverse alumni base to help current students find professional development opportunities. With COVID-19 as the new terrain, schools must shift into a new gear that allows them to realize their goals of a diverse, representative Fall 2020 class. Adria Kimbrough, prelaw advisor at Dillard University (New Orleans) COVID-19’s disparate impact is part of the everyday reality in Louisiana, where 32 percent of residents are black, yet 70 percent of COVID-19 deaths are African Americans. There are three important points to consider when it comes to minority students. One is to have a high level of awareness and realize that students from these groups are disproportionately affected in terms of health care access, economic concerns, and access to technology. The second is the importance of flexibility and patience, and realizing that in these times, such candidates may be difficult to reach because of their other obligations or lack of access. Finally, don’t waste this crisis: Continue to be an advocate to make sure diversity efforts, including crucial need-based scholarships, are on the front burner for students who need financial support. Fe LopezGaetke, LSAC director of educational equity initiatives LSAC has set up a webpage with information on COVID-19-related resources. Surveys of law students and candidates have shown that current concerns include LSAT cancellations, the availability of LSAT prep tools, economic impact, the digital divide, and more. LSAC is working to address some of those issues. Many students from underrepresented groups have expressed concerns about finding a quiet space or internet access to take the LSAT-Flex, and LSAC is committed to finding solutions to these issues. When it comes to the summer PLUS Programs, the residential programs scheduled for this summer have been deferred to next summer, but LSAC is offering an online PLUS Program, which can supplement the residential programs by offering access to many more students. My deepest thanks to all of our panelists for taking the time to share their thoughts. We will get through this crisis together and continue working to create a diverse, inclusive, and equitable justice system that reflects the communities it serves. Stay healthy and safe! This is important. LSAC-member law schools may view the full webinar by logging in and visiting the “Professional Development” page in their account.

Living, Working, and Achieving While Black

Kent D. Lollis — 2020-06-16

The killing of George Floyd affected me strongly in two distinct ways: it conjured up traumatic memories of the many experiences I had as a black man growing up in the United States and it inspired me to reflect on my commitment to legal justice, my interest in legal education, and my work with the Law School Admission Council. My decision to pursue a law degree, and ultimately a career in legal education, are rooted in those experiences. You should know that the events of the past few weeks reinforce the experience of practically all African American men and most African American women. I am a father to two African American males. Over the years, I have had many conversations with my sons about avoiding police brutality. Repeatedly, I reinforced the importance of a “proper” relationship with police. These conversations reflected my perpetual fear of what might happen to them. My instructions to them included: when driving, keep your hands on the steering wheel; if you get pulled over, do not rush to open compartments; treat the police officer with respect. Sadly, I was able to point out numerous examples, while they were growing up, to illustrate the importance of knowing how to behave if they were ever confronted with these potentially explosive situations. My sons’ teenage years were so difficult for me that I could never go to sleep at night until I knew they were home safe. There are countless stories I could tell about this, but I also have much to share about my experience living, working, and achieving while black. I will begin with some personal history and then share some stories of my professional life in legal education, up to and including my work with LSAC. Growing Up in the Civil Rights Era I was nine years old in 1963 when I found out about the church bombing in Birmingham, Alabama, that killed four black girls not much older than I was at the time. My Sunday school teacher announced the news in class that day, and I will never forget the shock I felt. The following Sunday, I went to my first civil rights protest when our pastor, along with a pastor from a predominantly white congregation in Springfield, Ohio, organized a march and rally in our downtown area. Many years later, when my son enrolled in Birmingham’s Miles College, my heart sank as we rode past the church that is now part of the Alabama Civil Rights tour. The biggest advantage I had as a child was growing up in a community that was a neighbor to two historically black colleges: Central State University, where my mother worked in finance, and Wilberforce University, a part of the African American Episcopal Church where I still am a member. I recall attending a convocation where I had my first opportunity to hear Martin Luther King, Jr. speak. The second time I heard Dr. King was at a church convention in Columbus, Ohio, a year before his assassination. Central State and Wilberforce gave me a chance to observe and meet black intellectuals and learn about black history. They also inspired and developed my lifelong commitment to historically black colleges, and motivated me to develop and expand programming that would reach out to students and prelaw advisors at those institutions. Growing up as a black kid in Springfield, Ohio, was filled with reminders of inequality and racism in America. The recent publicized deaths of black men and women brings back my first understanding of our society’s presumption that black men were more likely to be a threat to society. One day, when I was in high school, I went to visit my grandmother — and found her distraught. She had just received a call that my cousin, her oldest nephew, had been shot and killed by a security guard in a local bank. Apparently, after a verbal argument with a bank teller, my cousin reached into his pocket to get his identification, and a security guard shot him because he believed he had a weapon. There was no weapon. And the guard was never arrested or prosecuted. People outside of the black community believed the security guard’s actions were justified in the situation. My College Education Before I went to law school and before becoming a lawyer, I worked as a newspaper reporter. I had been nominated by my high school journalism teacher for an internship with the Springfield News and Sun. I worked at that newspaper for five summers during my high school and college years, and then in the eight months between college graduation and my first year in graduate school. My editors were disappointed when I told them I intended to leave journalism to pursue degrees in law and business. However, it was one of my experiences at the newspaper that reinforced my intention to become a lawyer. While I worked the police beat, especially at night, I often observed how our local police mistreated, harassed, and roughhoused black people when they took them into custody for various crimes, from traffic violations to prostitution. I also recall seeing a white businessman, arrested for drunk driving, housed in a separate area of the jail to keep him away from the presumed mistreatment by black prisoners. I knew then, from my personal observation, what would later be reinforced by my own experience while I was a law school student and, later, a lawyer — that racist behavior permeated law enforcement in the United States. In the personal statement that I included with my law school application, I wrote about what I had seen as a newspaper reporter. Everyone who I asked to read my personal statement in advance told me that this motivational story was unique and would definitely impress admission committees who read it. That was comforting because — at the same time — my prelaw advisor at Brown University was telling me that I “had good grades and was black” so I would have no problem getting into law school. His comments were offensive, and I found other advisors to help me with the application process. Law school brought its own particular style of racism. There were racist comments in the classroom. There were occasions where I had to read clearly racist court decisions, which are part of our long legal history. There were times I was singled out in class to discuss cases involving black people. I could share numerous anecdotes of subtle, and not-so-subtle, racism in the classroom at law school. But, more to the point, let me share two more dramatic events where my treatment by local police could have easily ended badly, with me being a victim of police brutality like George Floyd. The first incident occurred when a business school classmate and I were returning late one evening to the apartment building where we both lived. We were carrying briefcases and groceries that we had picked up on the way home from school. We went to the building entrance, I inserted my key into the lock, and began to open the door when suddenly we were flooded by flashing police lights. We heard, “Stop, turn around, and put your hands on the top of your head!” At first, I didn’t realize that they were talking to us, but my friend urgently said we had better do exactly what the police officer requested. The officer came over and, even though I had my key in the entrance door, asked us for our IDs and made us sit on the curb in front of our building while they confirmed our identities. After about 30 minutes, he released us. He never offered an apology. Two years later, when I was heading home from law school, I encountered a police SWAT team conducting a building raid and blocking the street to traffic. Accordingly, I pulled over to the side of the street so I could alter my route. The next thing I heard was an officer saying, through his car loudspeaker, “Pull over and get out of the vehicle.” (In Chicago, the police speak to people they pull over through loudspeakers.) He ordered me to put my hands on my car, he frisked me, and then he conducted a visual inspection of my car, while I was made to stand there, hands up. He made inappropriate comments that I believe were designed to arouse my anger. I politely told him that I was a law student at Northwestern and was on my way home. I suggested he check my ID; he then snatched my wallet from my pocket, and after about 45 minutes, he let me go. I later found out that the officer had entered my Ohio license plate incorrectly and got the profile of someone wanted for theft in several states. This haunts me: What if I had resisted this stop knowing I had done nothing wrong? What if I had expressed my outrage with the cop who saw that I was entering my apartment building with my own key? Would I have ended up like George Floyd? So many of my experiences in both law school and the legal profession confirmed the prevalence of racism in the United States. I began my career in legal education in Louisville, Kentucky, a place that is filled with such memories. Institutional racism presented so many obstacles to any progress toward racial and ethnic diversity at this once segregated law school. I think about my administrative assistant, who was the spouse of a famous black graduate of the University of Louisville School of Law. During his student days there, the law school was officially segregated, and each professor was tasked with designating the space in the classroom where black students had to sit. A Focus on Legal Education When I began to focus my career on legal education, the impact of the Law School Admission Test on issues relating to diversity was both direct and indirect. At Louisville’s law school, there was a “cutoff” LSAT score set by the admission committee, and no one could be admitted if their score was lower than that cutoff. The result was such a low black enrollment that the Louisville chapter of the National Bar Association met with the president to express its disappointment and to encourage change. During my tenure there, I was able to successfully increase black enrollment, but it wasn’t until I joined LSAC that I learned that the organization did not support the use of cutoff scores. In addition, prelaw advising at the university was segregated. There was an excellent administrator in the African American studies department who was a lawyer; he advised the majority of black Louisville students seeking legal careers. However, the officially designated prelaw advisor at the institution — a white political science professor — was, at that time, the most knowledgeable about test preparation and admission to law school. I dedicated some of my time to encouraging this “official” prelaw advisor to work with all students and to making sure that my colleague in the African American studies department was also equipped with up-to-date information to advise students. This experience helped me appreciate the importance of equal access to information and training that could enable all prelaw advisors to equally assist all student advisees. Later when I joined the faculty at Ohio Northern, the law school had just had their sabbatical site inspection by the American Bar Association. The very critical inspection team said that the law school needed to raise their median LSAT scores. This was not in the official report but only in the informal conversation that site teams had with the dean before they left. Raising the median LSAT score became one of my responsibilities. One of the measures of my achievement at Ohio Northern was my success in raising the median LSAT score while also improving diversity for each entering class every year of my tenure. The president was pleased, but the white prelaw advisor became upset when his mostly white underperforming students could no longer count on automatic admission to Ohio Northern. (Just think if a prelaw advisor felt that same passion for helping black students!) While I increased minority student enrollment, raising the median score made achieving those increases more difficult. This was because if the median score for black students, as a group, was lower than the median score for majority students, then focusing on the score alone would negatively impact minority enrollment. At both of my law school appointments before I joined LSAC in 1992, there were so many other experiences that forged my commitment to LSAC’s mission and goals. Bear in mind that, in both of those prior positions, I was either the only or one of two minority faculty and administrators. Accordingly, I functioned as the recruiter, advisor, counselor, tutor, and mentor to most black students. All the while, I had the same responsibilities as other faculty members. I came to LSAC on a two-year leave of absence because I was not sure I wanted to leave law teaching. If, after my two-year leave of absence to come to LSAC, I would have returned to Ohio Northern, I was going to be the associate dean of students as well as a law professor. My career in legal education was focused on the increase of minority enrollment and the success of minority students admitted to law school. Working with LSAC: A Continued Commitment Legal education has changed over the past 27 years, and LSAC’s commitment to legal education has changed and grown as well. Below are some of the initiatives the organization has been involved with, whether leading or supporting, to help the legal education community advance equity and diversity in law school and the legal profession.

CLEO and PLSI. LSAC helped found the Council on Legal Education Opportunity (CLEO) in 1968 and has been a supporter every year since. When the Bureau of Indian Affairs of the U.S. government discontinued financial support for the American Indian Law Center, LSAC jumped in to make sure the center had sufficient resources to run its well-regarded summer law program, the Pre-Law Summer Institute (PLSI) for American Indian and Alaska Native law students. CLEO and PLSI are responsible for the addition of thousands of lawyers from underrepresented minority groups. Many judges, Congress people, and lawyers owe their successful legal careers to these organizations, including the current chair of the LSAC Board of Trustees.
Academic Assistance. In response to deficiencies identified during the 25th anniversary of CLEO, LSAC launched the Academic Assistance initiative in 1992. This initiative included research, publications, and conferences dedicated to creating and sustaining the position of academic assistance professionals. The initiative later expanded to bar passage concerns. Today, the Association of Academic Support Educators is an organization dedicated to academic support faculty and administrators; it regularly hosts conferences on skills training, learning styles, measuring program success, and the importance of diversity, equity, and inclusion (DEI). Organizations like the ABA acknowledge that a good academic assistance program is essential for students who need help ensuring their success, and that LSAC has played a significant role in launching these kinds of programs.
HBCUs, Fee Waivers, and More. LSAC has a long-standing commitment to historically black colleges and universities (HBCUs) and colleges with substantial enrollment of Asian American, Latinx, and Native American students. LSAC has held conferences for prelaw advisors, presidents, and faculty at these institutions to help develop students’ interest in and qualification for legal careers. LSAC’s fee waiver program — now open to any student in need — began as a program for HBCU students. In addition to supporting prelaw advisors, LSAC also subsidizes student attendance at law school forums, making the Atlanta forum the LSAC event attended by the largest percentage of African American students.
LSAT. Once viewed by minority groups and others as the barrier to those students seeking legal careers, the Law School Admission Test has changed significantly since 1992. Thirty years ago, most of the information available to minority students was inaccurate and filled with urban legends about the test. Famous minority law faculty members wrote about the “admission shutout rate” to emphasize the low scores of black students. The test was modified to lower the difference in test performance between minority and majority candidates from 1.5 to 1 standard deviation. LSAC has worked hard to make sure the test questions are fair and that the test is administered without bias. For instance, all test questions must pass through a rigorous vetting process before they are then tested in the unscored section of the LSAT to ensure they perform fairly across different groups of people. Whenever the response to any test question is statistically different for any group of test takers, a team composed of testing and research staff examine the question to determine if it needs to be removed from the “bank” of LSAT questions. This is called DIF analysis, and it is performed to ensure that there is no score impact based on ethnicity, gender, or other status. LSAC has also invested significant funding in test prep materials to help all candidates, including candidates from underserved groups, reach their highest potential. The launch of Official LSAT Prep delivered by Khan Academy, a leader in online education, is a groundbreaking commitment to helping students prepare for the LSAT.
Diversity Officers. There were no chief diversity officers in law schools in 1992; now there are many administrators who have this responsibility. LSAC has sponsored training conferences and provided other support to these chief diversity officers and admission professionals to assist them in their DEI efforts.
Communications. LSAC has, over the years, improved communication vehicles in print and online, including social media. The organization’s communication to underserved candidates began with publications like the Minority Guide to Law School, the first handbook specifically targeted to applicants from underrepresented racial and ethnic groups. Next came MILE (Minorities Interested in Legal Education), which led the way to the development of DiscoverLaw.org. Publications were later expanded to include all minority groups. Specialized videos highlighted racial and ethnic minorities and LGBTQ+ individuals, with a conscious inclusion of students with disabilities. One of the strengths of these kinds of videos is that they profile a diverse set of law students and lawyers sharing their stories in their own words. The goal is to inspire people who can see themselves in these stories to pursue a legal education while offering support along their journeys through comprehensive information and resources.
Research and Data Publications. The original study of bar passage, and its results and causes, was conducted by LSAC over 25 years ago and it is still widely cited. Today, LSAC has so much more research to offer member law schools regarding all facets of diversity. Research is ongoing, with many more tools and resources to conduct longitudinal studies and focus on special factors like COVID-19 impact and other issues.
A Wider Tent. LSAC recognizes that the diversity tent includes many groups — not just students of color, but also LGBTQ+ students, first-generation students, disabled students, and other groups. We learned so much from programs designed for minority students. Those early lessons helped LSAC expand its programming, while simultaneously recognizing that every group under the diversity tent has singular needs that require distinct attention.
Grants. The support of diversity initiatives through grants remains one of LSAC’s hallmarks. The original one-time-grant program has been expanded to support conferences, help organizations that share LSAC’s commitments, partner with sister organizations, and most importantly help our schools achieve DEI goals. In particular, our Prelaw Undergraduate Scholars (PLUS) Program grants provide funding for schools interested in hosting PLUS programs, which are designed to increase the number of lawyers from underrepresented groups by introducing first- and second-year college students to the skills important for success in law school. Another example is our Diversity Matters grants, which assist law schools in hosting events that motivate students who are underrepresented in the legal profession to consider law as a career.
Partnerships. Working with sister organizations extends beyond merely the bestowing of grants. LSAC’s influence is legendary. Organizations we have worked with over the years include the ABA and its many divisions, the American Association of Law Schools (AALS), AccessLex, Legal Outreach, the National Association for Law Placement (NALP), Just the Beginning Foundation, the American Bar Foundation (which is the research arm of the ABA), Street Law, minority bar associations and specialty bars (like the LGBT Bar), several state bar associations, and even local bar associations in cities like Philadelphia and Chicago.
Training Conferences and Workshops. LSAC continues to host conferences and workshops for numerous organizations, prelaw advisors, law school administrators, minority law teachers, youth events at bar associations, law school diversity officers, and others on a wide range of topics including academic success, bar passage, LGBTQ+ issues, disability accommodations, and so much more.

My Hope for the Future I hope that all of us in legal education will … … continue to recognize the importance of the educational pipeline to law school, work to remove barriers to that pipeline, and promote opportunities for targeted populations from grade school through law school. … continue to expand the diversity tent, but at the same time realize and appreciate the fact that each group has special challenges and issues. From my work with various groups in our diversity tent, I know that one size does not fit all. ... realize that, in addition to the challenges of race, disability, sexual orientation, gender identity, and economic disparity, the future will be strongly influenced by any inequality in educational access and the digital divide. Development of online programming is great, but it may not be available to all and it may not always be the best substitute for individual advising and training. … realize that the LSAC grant program is unique and one that has made LSAC a major DEI player in law schools and other organizations. Due to limited resources, you must develop a methodology and evaluation system to ensure that grants are awarded equitably and that the funded programs are effective. … use our expanded abilities to track students so that we can devote more attention to data collection and analysis, especially longitudinal studies of our student groups, programs, and other activities. … continue to support organizations that share our commitment to diversity. Financial support is key but so is sharing information and expanding partnerships, where beneficial. These organizations include the Minority Network, which was founded over 30 years ago as a support group for minority admission professionals. … make sure that one primary objective has to be to motivate students by convincing them that the legal profession is necessary and valuable for all of us, that justice and equality are essential and worth fighting for, and that law school is accessible to all students.

What Incoming First-Year Law Students Should Know Amid COVID-19

Gisele Joachim — 2020-06-15

The ongoing COVID-19 pandemic is posing challenges across the board for law schools, but student affairs professionals are dealing with particular challenges as they communicate with incoming first-year students. To gain some insight into what these students should know as we approach an uncertain fall semester, I recently hosted a webinar with three student affairs professionals: Stephanie Carlos, assistant dean for student affairs at University of San Francisco School of Law; Bayrex Martí, assistant dean for student affairs at University of California at Los Angeles (UCLA) School of Law; and Ethan Rosenzweig, associate dean for enrollment management and student services at Emory University School of Law. At the beginning of our session, the panelists commented on recent events surrounding George Floyd’s death and protests of police brutality and systemic racism in America. They agreed that it’s important in this time to connect students with resources for self-care and activism, to help them use the energy of this moment to effect positive change, and to work with student governments and recent graduates on what they can do to move things forward — for example, by working with protesters who have been arrested or seen their rights violated. As Carlos noted, “Many of us are not okay, and that means many of our students are not okay.” Having a mirror held up to our shortcomings, and to the pain that our institutions may have caused, is difficult, she added, but also a great opportunity for growth and change. We then delved into our topic discussion. Below is a recap of the issues we addressed. Do schools have an idea of how the fall semester will unfold? Our panelists said their schools are planning for a number of possibilities, but the goal for all of them is to have some sort of on-campus learning. That said, some other classes will be completely online, while some will be a hybrid between in-person and online. As Rosenzweig put it, schools must ensure the fundamental interactivity that a legal education is supposed to provide, and the education must meet a high standard, both for each individual school and for the American Bar Association. Of course, health and safety, both for students and for a school’s faculty and staff, will be a priority. What should admission professionals be discussing with candidates and existing students right now? Our panelists said these professionals should collaborate with their student affairs colleagues to get an idea of what is on candidates’ minds so that they can have honest conversations with them. Once schools have an idea of what the campus experience will be like in the fall, they should share this information with students and emphasize that the experience will be valuable and rewarding. Admission professionals should put themselves in the students’ shoes — especially in the case of 1L students, who have no idea what law school is going to be like — and try to understand these students’ motivations for the questions they’re asking. Financial concerns, especially related to housing, are likely to play a large role for many of these students. How are you navigating planning for a potentially online fall semester, given the ABA’s limitations on online classes? Schools are awaiting guidance and decisions from the ABA, but also from state bars, which have their own requirements. As Martí said, schools are hoping for flexibility and realistic standards, given the unprecedented nature of this pandemic. Interactivity is critical, particularly for 1L students, and the challenge will be to deliver a class that is both sufficiently interactive and safe for students and staff. Health and safety mandates from local governments will force many of these decisions. How will students who do come to campus for live classes be kept safe? Plans vary by school, but Rosenzweig said his school is focusing on contact tracing —monitoring students who had contact with someone who later tests positive for COVID-19 — and requiring face masks. Emory also plans to ask students to affirm a pledge of best practices, such as wearing masks, physically distancing, and staying home if they are sick. The panelists also said that it’s important to have a process in place ahead of time to deal with a student who refuses to wear a mask or take other precautions because of their political ideology or beliefs. The school’s legal counsel would have to be involved in crafting such a process, and the process would have to be clearly communicated to students in advance. How is the pandemic changing your plans for orientation? Carlos said USF typically has a comprehensive weeklong orientation, and that it simply isn’t reasonable to expect students to sit for a week of Zoom sessions. It’s likely that this year’s orientation will be broken up into more manageable pieces and started sooner. The bigger issue with orientation is how to create community, and schools will have to be very intentional in doing so, since they won’t be able to assume that students will meet in the hallways or at mixers. Additionally, students who don’t show up at in-person orientation can provide a gauge of how much last-minute “melt” will occur. (Melt occurs when students commit to attending a particular institution, but then, over the course of the summer, decide against attending that institution in favor of a different one.) Rosenzweig said schools will have to set up tracking mechanisms and follow up with students to get a better idea of melt from online orientation. In closing, our panelists emphasized the importance of partnering with other departments within their law schools to make expectations clear for students who will be learning virtually. It’s also critically important, in this moment in our country’s history, to think about how to start conversations about diversity and inclusion in an era of online learning. My sincere thanks to these panelists for participating in this engaging session. We’ll continue to host webinars all summer as we tackle this unprecedented pandemic in partnership with our member law schools and candidates. Member law schools and prelaw advisors may view the full webinar at the member log-in site.

Pride and a Passion for Justice: One Student’s Journey for Change

Kellye Y. Testy — 2020-06-11

June is LGBTQ+ Pride Month, a yearly celebration recognizing the profound impact that LGBTQ+ individuals have had on history, art, politics, and culture. This year is particularly significant. Not only does it mark the 50th anniversary of annual LGBTQ+ Pride traditions, it also comes at a momentous time for our nation’s ongoing struggle for equal justice. The deep racial and class impacts of the COVID-19 pandemic, together with the unjust killing of Mr. George Floyd, have sparked renewed and vigorous outrage and action on behalf of equal justice. Because members of the LGBTQ+ community comprise a wide cross-section of race, class, ethnicity, age, and ability, the community is a strong advocate for allyship and intersectional approaches to social justice. Pride, persistence, and a deep desire for equity and justice are hallmarks of the LGBTQ+ movement. Understanding how the law works provides a strong foundation upon which we can advocate for change, and for this reason, a legal education can be a valuable path to pursue for those who want to add their voice to the conversation. Below is the story of Charlie Stegner-Freitag and their courageous and inspiring journey through law school. I had the honor of meeting Charlie when they were a student in my Gender and Law class. Thanks, Charlie, for your devotion to justice and for sharing your story to help inspire others to pursue their passion for law and justice. We need your voices! “I had a hard time seeing myself as a law student,” recalls Charlie Stegner-Freitag. “On television, you see all these incredibly smart, attractive, and very conventional people. I’m not like that. I have weird hobbies and quirks and I identify as nonbinary.” Charlie had initially earned a degree in social work, but it had left them feeling powerless. “Social work happens on a case-by-case basis,” Charlie explains. “Legal challenges present a lot of red tape and a lot of costs, and there are never enough resources to really fix the system. If you want to change the system, you have to change the laws. You can do that by becoming a lawyer.” But what about not exactly fitting the “typical law student” mold? “I’ve since learned that the conventional law student is kind of a myth,” says Charlie, who just recently completed their final year of law school. “During my 1L summer, I worked with a center that provides direct services to the LGBTQ+ community. One student wanted to start college without having to explain their preferred name and pronouns. Being able to help this student navigate the challenges involved was my wake-up moment. I realized that serving my community was something I could do.” Charlie is now passionate about the law. “It’s an area where I can make change,” Charlie explains. “I believe in fairness and justice, and I want my work to help not just one individual but potentially hundreds or even thousands of people.” Charlie now plays a role in inspiring others to discover the benefits of a legal education as part of LSAC’s BE IndiVISIBLE campaign, which encourages all people from all walks of life to consider a career in law. “Don’t be afraid to try,” Charlie says. “And remember, there will always be ups and downs. Anxiety, the fear of not doing well, and worrying that you’re not going to meet the expectations of friends and parents are all normal parts of the journey.” It’s a journey Charlie is glad they took, and definitely one to take pride in.

How the COVID-19 Crisis Is Affecting Law School Financial Aid

Gisele Joachim — 2020-06-02

Applicants to law school have always been concerned about how to pay for their education, and the ongoing COVID-19 pandemic is exacerbating those concerns. How are law school admission and financial aid offices dealing with these changing times? To find out, I recently hosted a webinar with three experts in this area of law school admission: Stephen Brown, assistant dean for enrollment at Fordham University School of Law; Marc Nawrocki, assistant director of financial aid at The Ohio State University Moritz College of Law; and Karen Sokol, assistant dean for enrollment services at Seton Hall University School of Law. Below is a summary of the panel discussion. How is COVID-19 impacting the financial aid process? The panelists agreed that most processes related to financial aid applications remain the same, although Sokol reported that the pandemic led her office to add a system that allows students to securely upload sensitive documents, rather than needing to provide paper copies. Overall, the panelists said they are receiving lots of emails from students, and that they miss talking with them in person via drop-in visits as opposed to connecting via email or Zoom conversations. Are the questions you’re receiving any different from what they have been in the past? As Brown noted, requests for need-based aid have been similar to prior years, but his office is expecting more of those requests over the summer. Additionally, changes in students’ personal lives are affecting their law school plans. Some students who planned to attend law school part time are now asking if they can move up to full time because they’ve been furloughed or lost a job. On the other side of that coin, some full-time students are being deemed essential by their employers and asking if they can move to part time. And in other situations, employers that were covering students’ law school tuition are no longer able to do so. Brown expects more of that to occur this summer, depending on ever-changing financial conditions. Sokol added that some students and parents are asking about tuition adjustments if the fall semester ends up being totally or partly virtual, rather than in person. Have requests for deferrals increased? Our panelists haven’t seen an increase in deferrals, but much of that seems to be riding on whether all or part of the fall semester needs to be held online. Nawrocki reported that the fall semester looks “pretty solid” at his school in that admitted students seem committed to attending, but that there is some uncertainty moving forward about future semesters. This is in line with the preliminary results of a survey LSAC is conducting among applicants to JD and LLM programs for fall 2020; in that survey, 84 percent of respondents said they definitely will (66 percent) or probably will (18 percent) attend law school this fall, while 8 percent said they probably will not or definitely will not attend law school this fall. Of note, though, is that while about two-thirds of respondents said their decision to attend law school in fall 2020 would not be affected if classes were offered online only, 21 percent of respondents said they would defer their enrollment in such a scenario. How is federal COVID-19 relief affecting law schools and students? There are two provisions of the recently passed CARES Act that affect law schools. The first is that repayment requirements for federal student loans have been suspended until September 30, with no interest accruing during that time. The second is that colleges, including law schools, have been awarded financial relief on the basis of Pell Grant volume, with 75% of funds awarded based on the institution’s full-time Pell Grant recipients and the other 25% awarded based on total non-Pell enrollment. The schools must spend half of that money on student needs arising from the coronavirus, and each school is determining the best way to distribute it. As Nawrocki noted, the money cannot be used to recruit students, but is intended to provide relief for students who are already enrolled. Will the COVID-19 situation affect any planned tuition increases? Currently, our panelists reported no intent to alter tuition plans. What about cost-of-attendance calculations? Sokol mentioned that if a school moves to a 100 percent online format for the fall, they may want to examine the components in their cost-of-attendance equation to see if any changes are warranted. Brown pointed out that realistically, we’re talking about one semester out of six semesters of legal education, so any changes to these formulas need to be made with that in mind. The panelists said they still plan to make these calculations on a yearly basis, rather than semester by semester. Are schools increasing their budgets for need-based aid, or rethinking their approach to counseling, in light of this crisis? Some schools are reaching out to donors, alumni, and faculty in an attempt to create an “emergency fund” to help students. Others are examining the need-based components of their award packages and trying to find the best way forward. When it comes to counseling, in-person visits have been replaced by online chats and conversations over email; while the hope is that in-person visits can resume soon, the counseling work done virtually is enabling schools to fine-tune these methods so they can be of use even when COVID-19 is under control, our panelists said. Overall, as Brown noted, this is an uncertain and scary time, and schools are talking to students as much as they can, on whatever platforms are available. Where can students and school representatives get more information? Our panelists recommended the U.S. Department of Education’s COVID-19 page, AccessLex, studentaid.gov, and LSAC’s COVID-19 resources page. As Nawrocki noted, candidates should not rely solely on online law student forums, where rumors can get started and quickly spread. Go to the source — usually the school(s) to which you’re applying — to get the best information. Member law schools and prelaw advisors may view the full webinar at the member log-in site.

How LSAC Is Supporting Diversity in Law School in the Harvard Admissions Case

Kellye Y. Testy — 2020-05-26

At the Law School Admission Council, our origin story is tied to the advancement of equity in education. Before LSAC was founded, law school admission too often was driven by the prestige of a candidate’s school or family connection rather than the candidate’s potential for success in legal studies. For more than 70 years, we’ve sought to level the playing field by promoting quality, access, and equity in legal education. In that spirit, LSAC was honored to join more than three dozen other legal organizations in signing on to an amicus brief in the ongoing Students for Fair Admissions, Inc. v. Harvard case. In a nutshell, the plaintiffs in this case, which was filed in 2014, seek to force Harvard University to stop considering diversity in its undergraduate admission process. A judge ruled in favor of Harvard last year, and the case is now in the appeals process. The brief, filed by the American Council on Education, emphasizes that diversity in college classes advances learning, enriches environments, and prepares students for an increasingly complex society. LSAC fully supports this argument and the efforts of its member law schools, including Harvard, that believe diversity adds an important component to the value of their incoming classes. It’s critical for LSAC to continue to be an advocate for diversity and encourage schools to evaluate candidates holistically. As we’ve often said, candidates are not numbers, whether that is their LSAT score or their undergraduate GPA. Each of those should be factors in a holistic admission process, but so should consideration of a candidate’s full background and experiences. Leanne Shank, LSAC’s general counsel and senior vice president for legal and corporate affairs, says it’s important to note that “LSAC is driven by our goal of enhancing pipeline-building and diversity in law schools and the legal profession.” Shank says, “By supporting Harvard in this case, we’re supporting their belief in diversity as a compelling interest that justifies the consideration and use of race as one factor in a holistic approach to making admission decisions.” Kent D. Lollis, LSAC’s vice president and chief diversity officer, notes that LSAC has participated on similar briefs in previous cases in this area, dating back to Regents of the University of California v. Bakke in the late 1970s. “We have been active in every case that’s come to the court since then,” Lollis says. “The arguments have become much more complicated, but the outcomes have been the same. We know how important this is to fairness in admission, and LSAC will continue to advocate for a fair and inclusive admission process that ensures all qualified students have access to higher education.” While LSAC is not a leading participant in this case, we felt it was important to show our support for Harvard and other schools that use diversity as one of many factors in admission. There are no easy answers, and the debate about race and ethnicity in education is far from over, but LSAC will continue to support schools and candidates in this important effort — and, in turn, continue to pursue our own mission of building a more just and prosperous world.

A Bright Legal Journey Emerges from Inside A Dark Room

2020-05-22

On Memorial Day, we honor and give gratitude to the brave and selfless individuals who have proudly served our country. Many who have served in the military have channeled their passion for liberty and justice into a career in law. Below is the story of Valentina Basile, a former member of the U.S. Air Force who made the empowering choice to pursue a legal education at what she considered to be an unconventional stage of life — and how that decision led her to become an inspiration for others. Valentina Basile had her reasons to question whether pursuing law, at this stage of her life, was the right thing to do. She was going through a divorce, with two kids, and was on active duty, working as a paralegal in the U.S. Air Force’s JAG Corps. So, money and time were tight. Still, the idea gnawed at her, so she took the LSAT. It could have gone better, she remembers. “Was this for me?” she recalls asking herself. “Was this something I wanted to do?” Good question. Her boss, a staff judge advocate, knew where to find the answer. “I was told to go into a dark room, block out the noise, and ask myself, ‘What do you want? It doesn’t matter how you get there or how you pay for it. Just ask yourself if this is something you want to do,'’’ Basile recalls. “I took her advice and said, ‘Yes, this is something I want to do. I want to go to law school and have a more fulfilling career.’” Fast forward to now. Basile is a law school graduate. She is also a role model for those uncertain about whether attending law school is right for them. As part of LSAC’s BE IndiVISIBLE campaign, which encourages all people from all walks of life to consider a career in law, Basile knows firsthand how empowering a legal education can be. She also believes in the importance of a strong support system, which she was fortunate to have in the Air Force. “Having a great support system and an encouraging family certainly helps,” Basile explains. “I worked at the Kirtland Air Force Base in Albuquerque. During my reserve duties, my unit was incredibly supportive, always telling me when it was time to leave and study.” They also served as the ultimate pick-me-up after not passing the bar exam on her first try. “When I felt burnt out after not passing the bar exam, I was able to go on orders, see my kids, and study for the exam again,” she said. “My parents helped me the first time I studied for the bar. The second time, my local unit helped.” She advises those entering law school to encircle themselves with an equally supportive team. “Surrounding yourself with likeminded people encourages you. Some people are afraid to make the jump to law school because they may not have the support system they need. They may even have negative people around them,” Basile says. “Separate yourself from those who are negative and replace them with positive people. It can be hard if you are not social, but law school makes you look at things differently. You stand up for yourself more. It's a confidence booster.” That’s because what you learn in law school changes how you look at things, professionally and personally, she says. “Learning the law is also part of your own self-development. It enables you to think outside the box and see the bigger picture. It gives you a better perspective on life and more of an ability to contribute to society. You're a better citizen in the community by knowing the law.” A law degree also “opens your mind and perspective and makes you better at whatever job you take,” Basile says. “A colleague at my base uses her law degree to do environmental regulatory compliance for the government,” she adds. “A friend in law school, who was in human resources, used her law degree to become a director of a company’s HR department. Whether you want to be a CEO, CFO, or work in finance or engineering, having a JD furthers your abilities to excel in your career.” If you’re like Basile was — on the fence about pursuing a career in law — visit LSAC.org to discover what a legal education can do for you and how to get started. figure.align-right {max-width:333px;}

Law School Admission in the Time of COVID-19

Kellye Y. Testy — 2020-05-20

One of the main purposes of the Law School Admission Council is to ease the process of applying to law school and obtaining a legal education. Like everything in our world, that process has been impacted by the COVID-19 pandemic, and our hearts go out to the individuals and communities that have been affected by this crisis. To provide additional support to candidates during this challenging time, I hosted a webinar with Andrew T. Guzman, dean of the University of Southern California’s Gould School of Law; Julie Smith, assistant dean of enrollment management at Indiana University’s Robert H. McKinney School of Law; and Sophia Sim, associate dean for admissions and financial aid at George Washington University Law School. Our panelists agreed that this is a time of significant upheaval in higher education, as classes quickly moved online for the spring term and uncertainty remains about the coming fall. At the same time, law schools have responded well to care for students and applicants during this time. Sim noted that schools are interacting with applicants in robust ways in a virtual setting and are still working hard to help them obtain the information they need to make their important enrollment decisions. Smith said that while applicants are wondering whether fall classes will be online or in person, schools are planning well for both — or for a combination. As Guzman noted, that’s still an open question as we see how the pandemic will evolve. He also believes that the legal profession will be critical to helping the country recover from the pandemic and stressed the important role that lawyers play as leaders in so many sectors. The panelists also welcomed LSAT-Flex, LSAC’s new remotely proctored version of the LSAT. LSAT-Flex is being used for both the May and June test administrations so that applicants wanting to apply for this fall or get an early start on applying for next fall can continue their enrollment journeys. Whether future months’ LSAT administrations will be administered in person or via LSAT-Flex will be determined closer to those dates so that we can assess the state of the pandemic at those times. Additionally, LSAC is committed to helping applicants who lack the necessary computer resources or simply a quiet place to take the test. For more information, visit the LSAT-Flex page on our website. Despite the challenges we’re facing, our panelists felt that this remains a good time to go to law school. As Guzman pointed out, while the benefit of delaying your legal education by a year is that you could avoid having to do some of it online, the drawback is that you could end up in a larger graduating class if many other applicants also choose to delay entering law school. That could result in more competition for jobs when you graduate. Also, pandemic-related financial challenges could reduce the scholarship money available a year from now. By starting your journey into the world of law now, you could be in a smaller graduating class and thus be better positioned in the job market. Finally, be sure to ask yourself: If I don’t go to law school now, what will I be doing for the next year instead? One area of particular concern for the panelists was international students, who are impacted by the crisis in many ways, including from visa delays and travel restrictions. Candidates in this position should connect with the schools they’re considering to learn what steps are being taken to support international students. LSAC also stands ready to assist international students with a host of resources, all available at LSAC.org. The overriding message of our hour-long discussion was that we’re all in this together. Personal interaction and flexibility are hallmarks of legal education, and LSAC and our member law schools are here for you if you have questions or concerns. In some ways, this is an excellent time to invest in a legal education; as Guzman noted, lawyers are always at the table when important decisions are made in our society, and many of those decisions will be coming in the worlds of medicine and public policy in the months ahead. We need more smart, ethical, talented, and diverse people at that table, and we thank our candidates, including the nearly 3,000 who tuned in for the webinar, for preparing to take that step.

How Law Schools Can Project Enrollment During COVID-19

Gisele Joachim — 2020-05-06

This post is based on commentary delivered during a webinar for admission professionals on April 24, 2020. Law schools are navigating an unprecedented situation during the COVID-19 pandemic, which is presenting new challenges for admission professionals hoping to attract candidates and project enrollment for the upcoming Fall 2020 semester. For a look at how schools are responding to those challenges, I recently hosted an LSAC webinar with Kristin Theis-Alvarez, assistant dean for admissions and financial aid at the University of California, Berkeley, School of Law; Matt Saleh, assistant dean for admissions at Villanova University Charles Widger School of Law; and Evan Didier, associate director of enrollment management at LSAC. How is the COVID-19 situation affecting application volumes? Didier reported that the number of applicants to U.S. law schools was down 3.9 percent, while applications were down 3.1 percent, compared with last year’s numbers. Two-thirds of American law schools were seeing a decrease in applications. Theis-Alvarez and Saleh, though, said their numbers have been relatively flat, but that it’s probably still too early to know what the impact of the pandemic will be on fall enrollment. Given this unprecedented situation, how can law schools make predictions about their fall classes? Saleh noted that schools will have to adjust their projections to make sure they reflect this “new normal.” And Theis-Alvarez said that because her school’s application deadlines were pushed back two weeks, she expects to see fewer “maybe” and more definitive “yes” or “no” responses than she otherwise would have expected. Saleh added that the timing of those adjusted deadlines can affect “summer melt.” In admissions, summer melt occurs when students commit to attending a particular institution, but then, over the course of the summer, decide against attending that institution in favor of a different one. For example, if one school has an April 15 deadline, and another school’s deadline is May 15, you could see some slight melt where you might not otherwise have expected it. How will the current situation impact yield? As Saleh noted, this new reality is one that admission professionals are still trying to fully understand in terms of how all the different variables impact yield, and given the fluid situation, it’s too early to say much. Many students are not currently in a position to be able to fully commit to a school. They could have employment concerns, be unsure about whether the semester will be in-person or online, or be worried about committing to a living situation in an unfamiliar city. Because of all those things, Saleh predicted that slightly above-average melt, or lower yield, later in the year is likely. What is LSAC doing to address some of those concerns? LSAC recently conducted two different surveys, one for member law schools and one for candidates. Law schools were asked how enrollments and deferrals are looking, while candidates were asked for their thoughts on online instruction. The results of the law school survey were sent to participating schools. In the candidates’ survey, prospective law students largely reported that they would be okay with taking online classes, so that issue may not impact candidate yield as much as initially thought. How else can law schools gauge the strength of their deposits and project yield? Both Saleh and Theis-Alvarez said it’s important to engage with candidates as much as possible. Since on-campus events are on hold, there are more resources for virtual programming to connect with candidates and increase their interest in enrolling. These events might include webinars and virtual housing tours to alleviate concerns that students may have about coming to their prospective school’s part of the country. Theis-Alvarez added that online events have turned out to be a rich source of candidate information. How is the current situation impacting diversity efforts at law schools? That’s a big question, and the impacts of COVID-19 cut many different ways, but Theis-Alvarez noted that many people who might not be able to visit a school in person, either because of a disability or because it’s too expensive, can now do so online, so that actually could help increase diversity. And while research has shown that minority and underrepresented groups are those most likely to be impacted by a lack of in-person visits, the preliminary enrollment data doesn’t show these groups being disparately impacted compared to previous years. In the same vein, Saleh said his office is trying to find a “silver lining” and use virtual events as a way to break down some of those socioeconomic barriers, not just during the pandemic but in future admission cycles as well. How has attendance for online events compared to attendance for in-person events? In terms of volume, both Theis-Alvarez and Saleh said there has been more participation, but cautioned that they expect yield from those events to be lower. That said, by hosting so many more events and connecting more often with students via email, schools can make more impressions with them and get them thinking more about enrolling. Again, Saleh said this is an area where success could change his school’s approach moving forward and lead to more online events. Are schools getting more questions about deferments? Schools seem to be getting more questions, but nothing too substantial; in general, candidates are simply asking about the deferment policy. There could be an increase in deferment requests, though, as commitment deadlines approach, so Saleh recommended having discussions now to make sure those policies are well-defined. How is this crisis affecting enrollment of international students? Online courses don’t help students who are on the other side of the world, since it’s not feasible for them to participate at 2 a.m. And uncertainty about visas, specifically when they will be available, is likely to pose a problem. Unfortunately, this pandemic is going to disproportionately affect international students, and schools must be mindful of that, depending on what percentage of their classes are coming from abroad. In general, our panelists agreed that while these are changing times, there’s still value in the data schools have on hand, so they should try to use it to their advantage and find a silver lining in terms of reducing barriers to the legal profession and connecting with candidates. Theis-Alvarez added that it’s important for law school admission professionals to build time into their schedules to think about what they wish they knew and the tools they will need to obtain that information. This was a thoughtful, engaging discussion, and I extend my deepest thanks to our three panelists for taking the time to share their thoughts. Member law schools and prelaw advisors may view the full webinar at the member log-in site.

Law Day 2020: How the Fight for Women’s Suffrage Informs Our Mission

Kellye Y. Testy — 2020-05-01

Access to justice is at the core of what we do at the Law School Admission Council. And while our work in legal education has furthered that mission for more than half a century, it wouldn’t be possible without those who fought for the basic rights we too often take for granted today. One of those rights is women’s suffrage, and this year’s Law Day, which is today, May 1, focuses on the 100th anniversary of that landmark achievement. The 2020 theme of Law Day, an initiative by the American Bar Association, is “Your Vote, Your Voice, Our Democracy: The 19th Amendment at 100.” Passed by Congress in 1919 and ratified in August of 1920, this amendment gave American women the right to vote, capping a movement that began early in our country’s history and included well-known figures such as Elizabeth Cady Stanton and Susan B. Anthony as well as thousands of others whose efforts are hidden from history but likewise vital to the cause. But while universal women’s suffrage was a major achievement, work remained — and still remains — to be done, as Pamela Roberts, the chair of Law Day 2020, told the ABA Journal. “The 19th Amendment was a milestone in expanding voting rights for women, but it also left other groups behind,” Roberts said. “Work remained to expand the franchise to most African Americans and other groups as well. The ongoing effort to achieve equal justice is still necessary.” Indeed, this anniversary serves as a reminder not just of how far we’ve come, but also how far we still have to go. Even today, the ability to vote remains out of reach for too many people, both from legal and policy constraints on voting rights as well as practical constraints on individuals’ abilities to vote even when they have the right to do so. The ongoing COVID-19 pandemic recently brought that reality into sharp focus in Wisconsin, where people were forced to risk their health to exercise their right to vote. But the pandemic also reminds us that suffrage is just one aspect of a fair and just society. In these uncertain, challenging, and sometimes frightening times, the rule of law, and the ability of all people to access the legal system to achieve a fair outcome for themselves and their families, is more important than ever. At LSAC, we know a key component of that access is ensuring that the justice system reflects the communities it serves, which is why we’ll continue to help our member law schools enroll diverse classes of students who will one day add their voices to the quest for equal justice. We’re honored to join the ABA in celebrating Law Day 2020. By building on the work of the women’s suffrage movement and other important campaigns for justice, we’ll continue to build a society that is more just, more prosperous, and more able to meet the challenges of a changing world.

Access, Activism, and Advocacy: A Call to Action

Camille deJorna — 2020-04-23

Future Colleagues of the Legal Profession: I do hope that you are coping with the many challenges that you may be facing during this terrible crisis and/or are reaching out for resources that will help you and your families survive and overcome this pandemic. In this time of hardship, if you are thinking about the law as your future profession, I ask you to renew your commitment to the importance of your role as future lawyers in upholding the rule of law. You are needed now more than ever. COVID-19 has created all kinds of hardships for many, especially those who are poor and marginalized. It has particularly magnified the class and race divide, reflected in the numbers that show disparate rates of sickness in black, brown, and many immigrant communities. Of particular concern is the manner in which COVID-19 is reinforcing historic biases, stereotypes, and fears — as witnessed in the reemergence of anti-Asian biases. In cities like Chicago, New York, and Milwaukee, black residents are dying at six times the rate of whites. As noted by Chicago Mayor Lori Lightfoot, the first black woman elected mayor of Chicago, “Looking at those with positive test results, people who are quarantined with symptoms, hospitalizations, and deaths of real people … these numbers are absolutely shocking. … When I saw them for the first time, it was really hard for me to take them in. … This is a call to action moment for all of us…” In Chicago, black residents represent 29% of the population, but a horrifying 72% of fatalities, according to David Edelberg, MD, of Whole Health Chicago. But this is not just an American issue. In some poorer countries, especially the emerging democracies, law schools have been shut down, according to Francis SL Wang, dean emeritus at Soochow University, Kenneth Wang School of Law, China, and president and chairman of the International Association of Law Schools. Wang says this is because faculty and students do not have the technological resources to sustain their programs. This reinforces the fact that the need to support the rule of law globally has risen dramatically. “The COVID-19 crisis has halted many activities, but lawyering does not pause during a pandemic,” says Leticia M. Diaz, dean and professor of law at Barry University Dwayne O. Andreas School of Law. “In fact, attorneys play an even more important role in times of crisis. The COVID-19 disaster has increased the need for attorneys representing those most at risk in society.” Diaz states that, as an example, law students at her school’s Juvenile Defense Clinic are busier than ever, with clinic director Professor Kathy Puzone explaining that prisons and juvenile detention centers have become increasingly dangerous for those detained as the virus spreads within those confined spaces. Students in the clinic, under Puzone’s supervision, advocate for the release of eligible teenagers who have been arrested during this crisis. While they are not able to secure the release of every detained youth, the detention center is much safer given their efforts to significantly reduce the number of youths detained. “This is but a small example of the continued need for attorneys during this and any type of crisis,” says Diaz. “Lawyers will always be critical to society at large, even in the best of times. They will find an avenue to advocate for their clients, even in adverse circumstances. … A plethora of issues will surface as a result of the pandemic and we must ensure that we have the legal workforce to address the needs of our citizens.” With the recent passage of the COVID-19 CARES legislation, lawyers will be needed to interpret the coverage provisions to help allocate benefits to members of the community. This will be true for other broad-based federal, state, and municipal grant programs in the days ahead. The magnitude of the economic dislocation generated by this pandemic is still unknown. Lawyers will have an important role to guide us through the uncertainty and to ensure equity and justice in the allocation of these scarce resources. COVID-19 will likely introduce new areas of practice, as legal issues arise regarding broader reliance on videoconferencing, the future of the U.S. food supply, and international business with China, among others. Kellye Testy, LSAC CEO and president, often notes that she loves “welcoming into legal education students who have been on the tough side of the use of power, because once you have had power used in limiting ways against you, you are inspired to empower rather than limit others.” The New York Bar Association and their counterparts throughout the U.S. have already set up pro bono networks of lawyers to help those who may require legal assistance at this time. Lawyers are essential to the reconstruction of our societies as we emerge from COVID-19 and its ravages. We have faced hardship and adversity before with courage, hope, strength, and grace — as Langston Hughes reminds us from his poem written in 1922. Mother to Son by Langston Hughes Well, son, I’ll tell you: Life for me ain’t been no crystal stair. It’s had tacks in it, And splinters, And boards torn up, And places with no carpet on the floor — Bare. But all the time I’se been a-climbin’ on, And reachin’ landin’s, And turnin’ corners, And sometimes goin’ in the dark Where there ain’t been no light. So boy, don’t you turn back. Don’t you set down on the steps ’Cause you finds it’s kinder hard. Don’t you fall now — For I’se still goin’, honey, I’se still climbin’, And life for me ain’t been no crystal stair.

Law School Admission in the Time of COVID-19: Top 10 Questions About the LSAT-Flex

Kellye Y. Testy — 2020-04-15

All of us at LSAC are saddened by the COVID-19 outbreaks affecting so many countries and communities around the world. Our hearts go out to all of the individuals, families, and communities that have been affected. As the continued devastating impact of the COVID-19 virus forced cancelation of the March and April LSATs, we knew we had to put together alternatives to address the needs of candidates and enable them to continue to pursue their dream of a legal education. On April 7, which feels like a month ago in this COVID-19 world, we announced that LSAC is offering an online, remotely proctored version of the LSAT in the second half of May for test takers who were registered for the April test. Over the past week, we’ve been able to nail down the scheduling and remote-proctoring plans, so today we are announcing the test dates for the May LSAT-Flex. We expect that most test takers will test on either Monday, May 18, or Tuesday, May 19, with a small number of tests occurring later in the week based on specific remote proctoring requirements. We will open the scheduling sign-up process next Wednesday, April 22, so that May test takers can select the available time that works best for their schedule. I want to emphasize that we will release scores for all test takers on the same day, regardless of when they test during the week of May 18. Currently, we are targeting Friday, June 5, as the score release date, and we will update that as needed. The remotely proctored LSAT-Flex gives candidates the opportunity to earn an LSAT score even if the COVID-19 crisis makes it impossible to deliver the test in person. Over the past week, we have received a lot of support for the LSAT-Flex from candidates and schools — and we’ve also received a lot of questions. To help answer the most pressing questions, we’ve compiled a list of the “Top 10 Questions About the LSAT-Flex.” We’re also maintaining a longer list of questions and answers on our LSAT-Flex information page. We will continue doing everything we can to provide candidates with the opportunity to test and the other services they need, while following public health guidance to help protect the safety of test takers and the broader community. Stay safe, and stay focused on your legal education journey — the world needs your voice and your advocacy now more than ever! Top 10 Questions About the LSAT-Flex 1. Will law schools accept the LSAT-Flex as a valid alternative to the standard LSAT? Yes. While every school has its own process for admission and candidates should always talk directly to the schools to which they are applying, we have received overwhelming support for the LSAT-Flex from our member law schools. We have not received any indication from any member school that they will not accept the LSAT-Flex as a valid part of a candidate’s application. To the contrary, we have heard from many, many schools thanking LSAC for providing the LSAT-Flex so that candidates have the opportunity to test at a time when the COVID-19 crisis has made in-person testing impossible. 2. How should I prepare for the LSAT-Flex, since the proportion of Logical Reasoning questions is different on the LSAT-Flex? Are you going to count the Logical Reasoning questions on the LSAT-Flex double, or will Logical Reasoning questions have the same weight as Analytical Reasoning and Reading Comprehension questions on the LSAT-Flex? We are not double-counting Logical Reasoning questions on the LSAT-Flex. The Analytical Reasoning, Logical Reasoning, and Reading Comprehension questions on the LSAT-Flex will be scored without weighting one section more than another. The LSAT-Flex will include roughly the same number of Analytical Reasoning, Logical Reasoning, and Reading Comprehension questions, so if you find one type of question more challenging than others, you may want to focus your preparation on those questions. 3. Will you be making the Logical Reasoning section on the LSAT-Flex harder, to make up for the fact that there are fewer Logical Reasoning questions? No. Speculation that we will be making the Logical Reasoning section on the upcoming May LSAT-Flex harder than normal is not accurate. All sections of the May LSAT-Flex, including the Logical Reasoning section, will be composed of LSAT questions that have been extensively tested and analyzed through the same rigorous item-development and section-development processes that are used for the LSAT. The Logical Reasoning section on the May LSAT-Flex is not designed to be harder or easier than a typical Logical Reasoning section on a typical LSAT. 4. Is the LSAT-Flex an accurate predictor of a candidate’s performance in law school, given that the proportion of Logical Reasoning questions is different on the LSAT-Flex than it is on the LSAT? Yes. The LSAT-Flex will be composed of LSAT questions that have been extensively tested and analyzed through the same rigorous item-development and section-development processes that are used for the LSAT. While the proportion of Logical Reasoning questions on the LSAT-Flex is different than the proportion on a standard LSAT, the LSAT-Flex will provide law schools with a valuable assessment of a candidate's skill level on the critical reading and reasoning skills that are vital to success in law school, just as the standard LSAT does. Because the LSAT-Flex is a test taken remotely, scores for the LSAT-Flex will have an annotation that the test was administered in the online, remotely proctored format. As always, we want to stress that both the LSAT and the LSAT-Flex should be used in conjunction with a candidate’s academic achievement, work experience, and life experience in a holistic law school admission process. 5. Will the LSAT-Flex be inherently easier than the standard LSAT, because it is shorter and has fewer questions? No. The individual questions and individual sections will have similar levels of difficulty as a typical LSAT. Some people may think that the shorter duration of the LSAT-Flex is a benefit. Some people may feel more pressure because they believe that the smaller number of total questions means that each question has a bigger impact. Some people may see taking an online test in their own home as a benefit; other people may see taking an online test in their own home as a source of more distraction. Given how the COVID-19 emergency has made in-person testing temporarily impossible, we need to offer an at-home test to address the needs of candidates and schools. Due to the demands of live online proctoring, the LSAT-Flex had to be designed so it could be accomplished in approximately two hours without a break. 6. I don’t have a computer or a reliable internet connection or a quiet, private space to take the test; how am I supposed to take the LSAT-Flex? LSAC is committed to doing everything possible to help every test taker obtain the equipment they need to take the LSAT-Flex. For candidates who do not have access to an appropriate computer, we will work with them to try to provide a loaner device or other solutions if appropriate. We understand that some candidates may not have access to a quiet or private room in which to take a remotely proctored test, particularly during this time of disruption and social distancing due to the COVID-19 emergency. If you do not have an appropriate place to test in your home, please contact Candidate Services at LSACinfo@LSAC.org or 215.968.1001 to discuss your situation and see if we can help identify potential solutions in your area, consistent with local public health guidelines. 7. How will you ensure that this LSAT-Flex doesn’t create additional barriers for underrepresented candidates, including candidates of color and candidates from economically disadvantaged backgrounds? LSAC is committed to expanding opportunity and access for candidates who continue to be underrepresented in legal education and the legal profession. Even as we are administering the LSAT-Flex as an emergency measure to provide a safe testing alternative during the current public health emergency, we are very much aware that the COVID-19 crisis is having a disproportionate impact on many communities. We will try to ensure that every test taker has the equipment and appropriate space in which to take the LSAT-Flex, and we will work with schools and community organizations to try to ensure that the COVID-19 emergency does not set back our and our schools’ ongoing efforts to diversify legal education. 8. Will you be giving additional LSAT-Flex test administrations in June if the COVID-19 emergency is still affecting large parts of the country? If necessary, yes. We are monitoring the COVID-19 situation very closely and will follow the direction of public health authorities in determining whether the June LSAT must be canceled in some or all locations. We are making contingency plans so that no matter what the COVID-19 situation is in June, candidates will have the opportunity to test. If necessary, another remotely proctored LSAT-Flex could be a part of the solution. 9. I have an LSAC-approved medical accommodation that allows extra time; can I still receive this accommodation on the LSAT-Flex? Yes. LSAC is committed to working with LSAT-Flex test takers with disabilities to see that their accommodation needs are met under the circumstances. All test takers who were approved to receive accommodations for the March 2020 or April 2020 LSAT test date will receive the same or equivalent accommodations for the LSAT-Flex test being administered in May 2020. For test takers who have been approved for additional time, we have designed the LSAT-Flex to provide that accommodation. LSAC will communicate directly with candidates who have elected to take the May LSAT-Flex regarding their approved accommodations in the context of LSAT-Flex. 10. I have an LSAC-approved vision accommodation to use alternative materials, such as a braille test or a large-print paper test; can I still receive this accommodation when the LSAT-Flex test is given in May? Yes. For test takers who have been approved for a braille test or a large-print paper test, LSAC will work directly with them on a case-by-case basis to see that they receive their approved accommodation and appropriate remote proctoring in these circumstances. LSAC will communicate directly with candidates who require braille or large-print paper test materials to coordinate how they will receive their test materials and remote proctoring.

Why Diversity, Equity, and Inclusion Matter in Legal Education

Kellye Y. Testy — 2020-03-12

Diversity, equity, and inclusion are at the core of what we do at the Law School Admission Council. Through our partnerships with our member law schools, we’re striving to give students from all walks of life a chance to make the dream of a law career a reality — and, in turn, create a legal system that reflects the society it serves. On a recent episode of “Live with Kellye & Ken,” iLaw President Ken Randall and I were honored to speak with Deans Craig Boise (Syracuse University College of Law), Camille Nelson (American University Washington College of Law), and Anthony Varona (University of Miami School of Law). Among other topics, we discussed diversity, equity, and inclusion at their own schools; how students should be thinking about these important issues; and how to translate diversity in law schools to diversity in the legal profession. Below is a summary of our discussion; you can watch the entire episode on our website. What do diversity, equity, and inclusion mean to you? Dean Varona noted that diversity (having people who are different), equity (treating everyone fairly), and inclusion (making sure everyone has a seat at the table) are three very different, though related, concepts. But as Dean Boise put it, “Equity is the means to move from diversity to inclusion.” In other words, it’s one thing to have people who are diverse, but having equitable systems in place is the way to make sure those people are represented and included in the conversation. And Dean Nelson added the concept of empowerment to these three tenets: “We want to make sure people are brought to the table from all walks of life, but what’s the point of being at the table if they’re not empowered?” What do you do at your own schools to promote these values? The deans agreed that increasing the diversity of law classes doesn’t happen by accident, and all have implemented programs and initiatives for underrepresented groups. Dean Boise shared that 34 percent of students who entered his school this past fall were students of color. Deans Nelson and Varona said the diverse communities in which their schools are located play a role, but they’ve also implemented programs that diversify the pipeline of incoming students. And Dean Varona added that it’s necessary to dig deeper into diversity data to make sure all groups, not just those prevalent in the school’s geographic area, are represented and empowered. How should students be thinking about these concepts? As Dean Nelson noted, the first year of law school can be difficult for students, but particularly for those from underrepresented communities. Since first-year law students generally don’t get to choose their classes or faculty, Dean Nelson worries that during that year, they may lose sight of why they came to law school in the first place. It’s important, she said, for students to be authentic and not try to fit into a preconceived notion of what a lawyer should be. Along the same lines, Dean Varona said that many students of color have reported “impostor syndrome” — in other words, feeling like they don’t belong in law school, even though they’re being told they do. But coping with and overcoming those feelings and embracing that “outsider” status, he said, is actually those students’ best advantage for success in law school and in their future careers. What efforts are you making to diversify your own faculty? Dean Boise pointed out that not much hiring has occurred in the past 10 years, but now, with some distance from the economic downturn, there’s an opportunity to go back into the job market with a focus on diversity. “Last year, we hired six faculty members, four of whom were from underrepresented groups,” he said. Both he and Dean Varona said their schools have added diversity components to hiring procedures and job postings as a way to institutionalize this important issue. “As deans, it’s important for us to talk about how important these values are,” Dean Varona said. How can law schools help translate their increasing diversity to the legal profession? The deans agreed that the continuing lack of diversity in our profession is dismaying. Dean Boise suggested it’s a product of a deeply entrenched system that relies on proxies such as law school prestige or class rank to determine one’s ability to be a good lawyer. He added that firms, as a result of pressure from clients, “have finally awakened to this and realized it’s going to cost them work” if they don’t diversify and also provide a path to partner for young diverse lawyers. Dean Nelson added that firms need to employ thought leaders to carry the water and make diversity and inclusion a priority. I want to thank Deans Boise, Nelson, and Varona for sharing their valuable time with Ken and me on this episode, and I encourage everyone who’s interested in this topic or looking to make a difference with a law career to watch the full discussion. As always, we’re honored to partner with these and other law schools to advance diversity, equity, and inclusion, and to create a legal system in which the doors of justice are open to all.

Help Spread the Word About Free LSAT Prep Tools

Kent D. Lollis — 2020-03-06

My position at LSAC gives me a chance to travel the country and work with groups and individuals to help increase diversity throughout the legal education pipeline. I’ve been working on issues of diversity in the legal profession for nearly 30 years. It’s more than just a job for me — it’s my passion and my life’s work. I believe a justice system that includes more people from traditionally underrepresented groups — from gender and socioeconomic status to race, religion, and immigration status — will help create a stronger society as a whole and help ensure that every person has access to justice. The LSAT exam itself was created to help expand and diversify the legal profession by giving students who didn’t come from wealthy backgrounds or prestigious undergraduate colleges the opportunity to demonstrate they have the skills to succeed in law school through a standardized assessment. Given that, it’s important that students from all backgrounds can prepare effectively for the LSAT. That’s why LSAC is launching two new products that I believe will help to ensure that every student has the tools and familiarity to do their best work and demonstrate their skills when they take the LSAT.

The first new product option is Official LSAT Prep℠, which is free and offers two full practice tests using the authentic Digital LSAT test environment. It includes self-paced and exam test modes, a record of the student’s practice test history, and instant practice test score feedback.

The second new product option is Official LSAT Prep Plus℠, which is available as a one-year subscription for $99. This premium product includes all the features of Official LSAT Prep, and offers more than 60 practice tests.

These new products are intended to help ensure that every candidate, no matter their background or income level, can get the help they need to succeed on the LSAT. Recognizing that some students may not be able to afford the $99 subscription cost for Official LSAT Prep Plus, all students who qualify for an LSAT test fee waiver will automatically qualify for a free subscription to Official LSAT Prep Plus. These new products build on the free familiarization tools we’ve provided ever since we launched the Digital LSAT in July 2019. Conor Willadson, a student who took the LSAT last fall, said she had used LSAC’s online familiarization tools to prepare. She said it helped a lot and “I felt very comfortable with the format before going in.” The free online prep materials would be her No. 1 recommendation for future test takers, she said: “It was really helpful. It looked exactly like it did on the practice test.” In addition to these two new products, LSAC will continue to work with a number of organizations to provide a wide range of other tools and resources, including the free, high-quality personalized test preparation materials we provide through our partnership with Khan Academy. Introduced in June 2018, our free Khan Academy Official LSAT Prep is now used by 50,000 students each month. Surveys indicate that some of the highest usage is among students of color, women, and economically disadvantaged students. For example, more than half (52.2 percent) of African American test takers who responded to a survey after the November 2019 LSAT reported having used Khan Academy to prepare for the test. Kat Wyrozebski told us the Khan Academy test prep resources have helped her improve her LSAT score by focusing on specific areas where she needs to improve. “The good thing about Khan Academy is that it’s dynamic — it actually builds your study material as you go,” she said. “It’s smart enough to know the areas where I’m lacking.” Rebecca Brokenborough also had a great experience with Khan Academy. “This program is a big part of my getting a qualifying score on the LSAT to make my dreams of law school a reality!” Even as we expand our free and low-cost prep resources, I continue to be surprised by the number of people who are not familiar with them. So if you’re a student who is planning to take the LSAT in the future, a family member of a prospective law student, or a prelaw advisor guiding students through that process, please check out our Official LSAT Prep offerings and our free Khan Academy tools for yourself, and then please help us spread the word by telling everyone you know all about them!

Q&A: How Today’s Technology Is Shaping Law School Approaches

Kellye Y. Testy — 2020-02-28

We live in a changing society, and technological advancements such as artificial intelligence and automation are creating challenges, but also exciting opportunities, for law schools. How are these trends shaping law schools’ approaches to serving their students? For an expert’s view, I spoke with Judith Areen, executive director and CEO of the Association of American Law Schools. AALS counts most of the nation’s law schools among its members, and those schools produce the majority of the country’s lawyers and judges. Kellye Y. Testy: Judith, thank you for taking the time to talk today. In a nutshell, how would you describe the law school experience? Judith Areen: As there is with colleges, there’s a great deal of variation from one law school to another, so there’s really no single experience. That said, most law schools have a three-year program. The first year is for the most part a common core of courses: constitutional law, contracts, criminal and civil procedure, torts, and property law. In the second and third years, most law students have great control over what they study. Some will use that time to specialize in their chosen area of the law, such as business law or public interest law. Additionally, most law schools now offer some kind of clinical, hands-on experience for students, whether in partnership with a court or as an externship with an institution in the community. KYT: What skills do you learn in law school? JA: They used to say that law school teaches people to think like lawyers, but that is out of date. Law school helps students develop their ability to analyze situations, their ability to solve problems, and their ability to communicate, whether it is through speaking or writing. Although those skills are important to being a lawyer in a typical courtroom setting, they’re valuable in other work settings, too. KYT: What is the value of a law degree? How does going to law school benefit students, even those who don't end up becoming lawyers? JA: The value is precisely those skills I just mentioned. Some people envision that law school is about memorizing laws. If that were the case, lawyers would already have been replaced by computers. Lawyers help you figure out a strategy for whatever problem you have, whether it’s a court circumstance, an adoption, or so on. You want someone who can analyze the problem, look up relevant laws in that state, and create a strategy to help you achieve your goals. As for careers outside of law, people in business find a legal education useful as a way to approach problems, advocate for their positions, and speak and write clearly. Many CEOs come from a law school background, as do many presidents and members of Congress. And at the community level, many leaders have law school training. KYT: Some people say that law school innovation stalled during the Great Recession. What is your opinion? JA: It was quite the opposite. Necessity is the parent of innovation: It’s true that law schools were at first caught short when their applicant pool declined during the recession, but that meant schools had to figure out ways to more effectively teach students the skills we have discussed and deliver them, often at a lower cost. Most schools now understand that the ways people learn are changing, and that people learn by doing; thus, we’re seeing more schools establish the clinical programs I mentioned earlier. There, students can learn how to listen to people, interview people, and develop the facts of a situation. We’re also seeing schools be more entrepreneurial in appealing to students — for example, by creating “3+3” programs where a student can earn an undergraduate degree and a JD in six years instead of seven. KYT: What challenges do modern technology and innovation pose for law schools, and how are schools responding to those challenges? JA: I see schools regularly innovating in terms of advances in the curriculum. Every school now offers some sort of technology curriculum, because technology is changing the way businesses and courts operate. Lawyers absolutely must be current on these advances, so law school graduates must be comfortable with, and have an understanding of, ongoing developments in technology and artificial intelligence. KYT: What is AALS doing to help law schools with professional development and modernizing their curriculums? JA: We have 103 different sections here at AALS. They’re sort of like mini-associations, and they’re organized by subject matter, such as business law or environmental law. We have built up the technology so that members of those sections can, on a daily business, provide information to their colleagues around the country. It’s helpful because at smaller law schools, you might be the only faculty member in your specialty. The section listservs help law school faculty and administrators stay connected to their peers. And we continue to hold an annual meeting, with programs on new ideas held by each of the sections. This year’s meeting was also attended by about 140 of the nation’s 200 law school deans. They benefit from being with other deans and brainstorming in small groups about a range of issues. KYT: Why do we still need lawyers and other legal professionals, even in this age of innovation? JA: Technology can be helpful in, for example, finding a list of other cases that have involved the same problem you have. But it still takes human judgment to be able to analyze and see if the cases are truly similar. You have to read them with care and develop a strategy that will persuade the other side. Computers have not figured out how to be advocates, and they don’t exercise judgment in as creative a way as a well-trained lawyer. I believe technology will take over the more routine aspects of being a lawyer, but if anything, that will make legal jobs more interesting by taking human skills and putting them to good use. KYT: As a woman in this profession, how important is it that women continue to grow their presence in law and take on leadership roles? JA: It’s absolutely important from society’s perspective: A majority of college graduates now are women, and a growing percentage are people of color. If we’re going to respond to the legal needs of our diverse society, we need more women and people of color serving in our profession.

After Law School, a Career of Bringing Justice to Those Who Need It

Susan L. Krinsky — 2020-02-26

Laura Kubit knew from an early age that she wanted to be a lawyer — not to make a lot of money, but to help people who otherwise couldn’t afford it. “I was raised Unitarian Universalist, which is very heavy on social justice and the idea that every human being has worth and dignity,” she says. And she was inspired by her mother, who was dedicated to giving back to her community. “She died of cancer when I was 18,” Laura says, “but I still benefit from her example.” This month, as we at LSAC celebrate diversity, equity, and inclusion in the legal profession, we wanted to share Laura’s story as an example of a legal professional who embodies a commitment to those values — and demonstrates the importance of making sure the doors of the legal system are open to all who seek justice. Laura joined the Peace Corps after her undergraduate work and was overseas when she took the LSAT. When she attended law school, Laura relied on some of the skills she learned earlier in life. “You have to be a good problem-solver, but also a good translator,” she says. “The law is this complex set of rules — statutes, court rules, case law, and so on. As a lawyer, you have to navigate that system, but you also have to be able to convey these complex rules and terms to people who don’t have your background and training. And you have to do it in a way that they can understand, and that empowers them to seek access to the justice system. So you have to be civil and reasonable, and you have to have empathy.” That empathy informed Laura’s career choice after law school. She now works as a civil legal aid attorney, and her office in Saginaw, Michigan, covers a 14-county service area. She serves people over age 55 who have been victims of financial exploitation or other forms of abuse or neglect. “I’m not a criminal attorney,” she says. “I provide free legal services to those who qualify. I try to take an approach of being reasonable and finding common ground while standing up for my clients. There’s no room for bullying and fear tactics in the legal system, and you can still accomplish your goals by being calm and reasonable.” The work has given Laura a renewed appreciation for the importance of equity in law. “[My work] gives access to the justice system to those who couldn’t otherwise afford it,” she says. “That’s very rewarding, but more importantly, it helps to even the playing field for those people.” The path Laura has chosen in law is a shining example of a law school graduate working to promote universal access to justice. She and many other lawyers understand that the legal system only truly works when it can respond to everyone’s needs, and she’s doing her part to make that a reality. LSAC is doing the same with our BE IndiVISIBLE campaign, which helps demonstrate the significance of law and the importance of access to justice and legal education. In addition to inspiring people, especially those in underserved communities, to consider a career in law, LSAC is here to support students to find the path in legal education that fits their needs and help them throughout their enrollment journeys and beyond. We’re proud to share Laura’s story, and to join with her and other dedicated legal professionals to make the world a more just and equitable place.

What Can You Do with a Law Degree?

Kellye Y. Testy — 2020-02-11

Last month, iLaw President Ken Randall and I hosted an episode of “Live with Kellye and Ken” that focused on a hot topic for many who are pursuing, or considering pursuing, a law degree. To help answer the question “What can you do with a law degree?”, we turned to four law school deans — Benjamin Barros (Toledo), Mary Lu Bilek (CUNY), Dan Hamilton (UNLV), and Melanie Leslie (Cardozo) — along with Jim Leipold, executive director of the National Association for Law Placement (NALP). Here are some of the major points we covered during our discussion. As always, you can view the full discussion on our website. Are employment prospects good for law graduates? Mr. Leipold and the deans agreed that employment opportunities for law school graduates are robust. Dean Barros noted that his school’s graduate employment numbers are the highest on record. Mr. Leipold noted the healthy calibration between the job market and number of law school graduates, which has improved following the Great Recession. Additionally, new opportunities for graduates are created the more technology advances and jobs develop outside of the traditional tracks. What are some important trends in this post-recession job market? Mr. Leipold noted that lawyers serve both people and institutions and that, especially when it comes to serving people, there are many communities where legal needs remain unmet. In other words, there are still plenty of opportunities to connect with individuals and make a difference. Another trend is an increase in opportunities at small firms: Last year, 34 percent of new lawyers who went into private practice did so at a firm that had 10 or fewer lawyers. What kind of career can you have with a law degree? The deans agreed that a JD is a versatile degree that holds value for a variety of careers. Dean Hamilton mentioned that recent graduates from his law school have gone on to management jobs in the federal government, for the Ultimate Fighting Championship, at Churchill Downs Racetrack in Kentucky, and elsewhere. And Dean Bilek noted that it’s important not to think of legal education narrowly as “school.” Rather, it’s a path to a profession and to a lifetime of learning. What about other types of law degrees, such as an LLM or a master’s degree? An LLM degree typically comes after a JD for U.S. graduates and after an undergraduate degree in law for those educated in many nations. Deans Leslie and Hamilton said the more specialized the LLM program — in a field such as taxes or intellectual property, for example — the more value it holds. As for master’s degrees, there is explosive growth in these degrees for people who don’t intend to practice law but want to gain knowledge and expertise about laws that relate to their business. Examples of these would be master’s degrees that focus on data law and privacy, health care administration, human resources, compliance, and many other fields. (On LSAC’s website, you can learn more about these degrees and about legal certificates, which are another option for those interested in legal education.) What is some good advice for law candidates and students who aren’t sure what they want to do with their JD? Dean Barros recommended that students pick a tentative direction based on their interests because it helps provide structure in an environment where the range of opportunities and paths can be overwhelming. Still, Dean Barros noted that there are many possible good directions and it is important to keep an open mind and be willing to try something else if an initial choice does not seem to fit. Many students (and lawyers!) change their career pathways over time. Dean Leslie mentioned that it’s absolutely fine not to know what you want to do during law school, and that there are many “right” choices for each person. The JD is versatile enough to allow you to succeed in a variety of fields. As always, it was an honor to spend time with these experts and get their opinions on the trends and opportunities we are seeing today. My sincere thanks to Mr. Randall and Mr. Leipold as well as Deans Barros, Bilek, Hamilton, and Leslie for taking the time to share their wisdom. And for anyone out there thinking of starting their journey to law school, LSAC is ready to help you take the first step. Feel free to get in touch with us to learn more.

LSAT or Other Tests? Some Law Schools Say Giving Applicants an Option Improves Diversity

Kellye Y. Testy — 2020-01-24

As the administrators of the Law School Admission Test — the only admission test validated for and accepted by every law school — we at LSAC are proud to partner with member schools as part of a holistic process to expand access and opportunity to students from all backgrounds who want to pursue legal education. How is the LSAT used by law schools in the admission process? I spoke with Marcilynn Burke, dean of the University of Oregon School of Law, about what makes a law school student successful — and how the LSAT can help predict that success. Kellye Y. Testy: Marcilynn, thank you for speaking with me. From your perspective, previously as a law professor and now as a law school dean, which skills are needed for a student to be successful in their first year of law school? Marcilynn Burke: The most important skill is the ability to read critically — to be able to analyze the material and pull out what is most relevant to the analysis. Our students spend a year in legal research and writing, so critical reading ability is essential. KYT: What makes the LSAT the best tool for predicting that first-year success? MAB: I think the LSAT is geared toward reading comprehension in a way that other standardized tests are not. Reading legal text is more difficult than reading other types of text, and the LSAT focuses on that ability in a unique way, in my opinion. KYT: How do you and your team use the LSAT as part of overall admissions decisions? MAB: The key point here is that an LSAT score doesn’t provide a complete picture of a candidate; it’s only one consideration in making good admissions decisions. We look at many other factors, including undergraduate GPA, work experience, and life experience. What does the candidate bring to the table that makes our learning environment a rich and diverse one is also a question we seek to answer in the decision-making process. KYT: Let’s be frank. All standardized tests have issues related to the score gap. How should we think about that with regard to the LSAT and students of color? MAB: When I first encountered the LSAT as a prospective student and learned about the score gap, I never thought I would one day be a person who was speaking in favor of the LSAT. But then I learned a few things — about how the LSAT should be used as part of a holistic admission decision to make the admission process fairest, but also about how the LSAT came into being because law schools were looking for a more predictive exam. I learned about how the test could be used to level the playing field and allow candidates to be assessed by one standard, rather than admission officers comparing GPAs, majors, and other factors from disparate schools. Without the LSAT, the admission process is far more prone to bias. As I learned more about it, I came to value and appreciate the LSAT more. When it comes to the score gap, though, we have to first recognize that the gap exists, and then figure out what that tells us about a student. We have to ask: Is this a student who can successfully complete our program, pass the bar on the first try, and go out and be a great lawyer? But the score gap continues to trouble me, and we continue to work on it to figure out ways to close that gap. The best way to close that gap is to work on pipeline programs that help candidates achieve the level of readiness for law school necessary for success. Studying for the LSAT is part of that readiness because the skills it builds and tests are the skills necessary for law school success. KYT: What would you say to someone who claims that preparing for the LSAT is too expensive? MAB: I’m very excited about the free LSAT prep that LSAC now offers through its partnership with Khan Academy. I tell everyone I meet about this initiative. If part of the problem in terms of the score gap is access to test prep, then having this free resource available is going to carry us a long way. So, I believe part of our priority is to keep getting the word out and encouraging people to use this resource. Additionally, things such as fee waivers can help make the test affordable for everyone. There are now over 50,000 users of the Khan platform every month — that’s amazing! KYT: Clearly, all of us care about diversifying the legal profession. Is there anything we should think about with regard to the LSAT and that goal? MAB: LSAC does a lot of work on many fronts to try to provide broad access to the legal profession. Some have recently suggested that other standardized tests can help diversify incoming classes, but I haven’t seen any data that supports that claim, at least as it relates to underrepresented groups. Obviously, much work remains to be done in terms of increasing access to justice, but the most important thing standardized tests can do for diversity is provide a level playing field for candidates. In my opinion, when it comes to law school admissions, there’s no better test for that purpose than the LSAT. My advice to candidates is that their time spent preparing for the LSAT is not only their best investment in law school admission, it’s also their best investment in law school success. And that’s what matters — we want not only access but also success in school, licensure, and career.

Q&A: From Dr. King to a Law Career, a Lifetime of Fighting Injustice

Kent D. Lollis — 2020-01-17

This week’s holiday honors the memory of slain civil rights pioneer Dr. Martin Luther King Jr., but Shirley Jefferson’s memories of him, and the movement for which he fought, are much more personal. Born in segregated Alabama, she marched and protested with Dr. King, integrated her high school, and developed a lifelong commitment to fighting injustice as a lawyer. Shirley now is the associate dean for student affairs and diversity, along with being an associate professor, at Vermont Law School, her alma mater. I was honored to speak with Shirley recently about her background, her memories of a pivotal time in American history, and the role the legal system can play in fighting racism and prejudice. Kent Lollis: Shirley, thank you so much for taking the time to speak with me. Tell me a little about your background and how you ended up at Vermont Law School. Shirley Jefferson: I was born in Selma, Alabama, in 1953 — a year before Brown v. Board of Education. I was the third of nine children; my father was a truck driver, and my mother was a stay-at-home mom. I remember growing up wondering why we were treated so badly because of our color. Everything was separate in Alabama — schools, neighborhoods, restaurant entrances — and our schools sometimes didn’t have water or heat. It was just unfair. So, I learned at an early age that my race meant a lot. My involvement with the civil rights movement started with my teachers, who helped encourage black people to vote. I then became active in going to protests and meetings, and I met Dr. King, John Lewis (who now is a congressman), and Hosea Williams. I saw the violence on Bloody Sunday, and later, I marched from Selma to Montgomery with Dr. King. I was chastised for doing so by my father, who had been cautioned by his boss, who was white, that his kids should not take part in the movement, or he would be fired. I went to segregated schools until my senior year of high school, so I integrated my high school in 1971, when I was 17. After I graduated, I went to Baltimore and worked, then moved over to Washington, D.C., and attended Southeastern University. After that, I got a letter from Vermont Law School, asking if I wanted to attend. I had a rough first year there, but I had a professor, Gil Kujovich, who saw something in me and helped me along the way. I ended up graduating and passing the bar, then practiced law before coming back to Vermont Law School in 1999 — first as alumni director and admissions counselor, and now as associate dean. I’ve been teaching Race in the Law for 14 or 15 years now. It’s been a journey. KL: When did you know you wanted to be a lawyer? SJ: The moment that I realized I wanted to fight injustice and become a lawyer, I had already gone through things that made me realize that the only way I was going to be able to help black people, and help this country, was by being a lawyer. I didn’t know how I was going to do it, but I knew it was what I needed to do. I had to go through some personal changes, and go through the hurt and the struggles and the discrimination, to reach that point, and once I reached that point, I just knew it was what I was going to do. KL: Why is it so important to have people of color involved in the legal system? SJ: All of us bring our viewpoints to the table, and we all learn from each other. This society is still segregated: White people mostly live in their neighborhoods, and people of color live in theirs. The only way you’re going to get a chance to know each other is by working with each other, living with each other, and going through the struggles together. Also, different people, because of their different character and backgrounds, see issues differently. It takes a whole collection of people with different knowledge, ideas, and types of legal expertise to be able to serve the whole society. You need different viewpoints, so diversity is crucial. KL: What does your school do to promote diversity in the legal profession and ensure it enrolls diverse classes? SJ: I talk to a lot of students at Historically Black Colleges and Universities, and also smaller colleges where the classes are mostly white — because social economics is a part of diversity, too. We try to proactively recruit students from underserved groups, and once we recruit them, knowing they might need extra resources to succeed in law school, we have a great support system that gives them those resources and allows them to get acclimated to law school. Some schools “talk the talk,” but we want to make sure our students get to know each other across lines of social economics, orientation, gender, race, and so on. We want our classes to just be a rainbow of diversity. KL: You marched with Dr. King. What were your impressions of him then, what are your memories of that time in history, and what should people know about Dr. King and his impact on our society? SJ: I remember going to his church, singing those freedom songs, and hearing him talk about how we were going to be fighting for our freedom. It was so beautiful. I also remember having blacks, whites, Christians, Muslims, Jews, and others all coming together for one cause, and what a good feeling that was. It was just unimaginable. It made you feel willing to give your life for what you were fighting for — that if you didn’t go out there and do those things, there was no reason to live. It gave me a reason to keep fighting. That movement shaped my whole life. It was such a beautiful feeling, and I’m so thankful I was a part of it. Fighting so that other people could be free made you feel like a human being, and that your life had meaning. KL: What can we do to fight the racism and prejudice that still exists in our society? SJ: We have to put all of our prejudice aside — implicit bias, microaggressions, all of it. We have to be kind and mindful of each other and who we are, and know that inside all of us, there’s good. No matter what a person’s view might be, don’t attack the person. Get to know each other. More than anything, we have to talk and communicate. I grew up seeing what this country had done to black people, but I forgave this country a long time ago, right here at this law school, because I had to. This is a good country. It gives people opportunity when no one else will. We have to move forward, forgive each other, and learn how to help each other. I’ve seen this country at its worst and at its best, and above all, I believe in the power of people.

A Lifelong Learner Embarks on His Legal Education Journey

2020-01-02

Derrick Sawyer made the decision to pursue a legal education later in life than most students do. For him, though, the desire to be a lifelong learner just comes naturally. “I joined the fire service with a high school diploma, and by the time I retired as commissioner, I had earned my master’s degree,” Sawyer says. “I also graduated from the National Fire Academy, attended the John F. Kennedy School for Government at Harvard, served on a few committees for the National Fire Protection Association, and became certified as a fire officer, fire instructor, and fire inspector.” His next stop: the world of law. Because for Sawyer, it’s all about doing what’s right. “I believe you’re more successful when you do things not because you owe someone a favor, but because they’re the right things to do,” he says. “I also believe in helping people whenever I can. A candle loses nothing when it lights another candle.” Sawyer’s journey to law school shows that it’s never too late to consider a law degree. His experiences leading up to this moment have given him a unique perspective that’s valuable to the legal community. And there are numerous ways for people like Sawyer to find a path in legal education that fits their needs; visit LSAC’s Types of Law Degrees page to learn about them. Sawyer says he’s excited to earn a law degree because of the personal and professional development opportunities it offers, but also because it will help him understand how the law affects the area to which he’s devoted most of his life. “I plan to learn more about HR policies as they pertain to fire services,” he says. “I plan to use my legal education to help me do a better job at getting codes and standards passed. And I plan to study how policy is made and how it ultimately impacts the codes and standards that govern the fire prevention industry.” He believes a legal education will also help him be a better advocate for women, who are underserved in the world of fire prevention, and young men from impoverished backgrounds, whom Sawyer mentors. “I know you don’t always start out in the position you want to be in,” he says. “I also know that none of us can do anything alone.” Ultimately, he notes, all of us could benefit from learning more about the legal system. “Law affects everybody,” he says. “Laws we’re not even aware of affect us. They affect how we behave every single day.” Indeed, no longer is law school simply a way to become a lawyer. More and more people see a legal education as a way to excel or assume more responsibility in their chosen industries. From JD and LLM to master’s and certificate programs, there’s something to match every candidate’s priorities and schedule. If you’re a lifelong learner like Sawyer and you’re interested in a legal career, visit LSAC.org to learn about what kind of legal education could be the best fit for you.

From Venezuela to the U.S.: An Agent of Change and a Family Tradition of Law

2019-12-23

Luisa Hernandez came to the United States from Venezuela with her family when she was 13. She didn’t speak English, lived in a low-income neighborhood, and attended a school that was struggling to meet its students’ needs. But a family role model helped her decide what she wanted to do with her life. “I knew I wanted to be a lawyer as far back as I can remember,” she says. “My mom was an attorney for the Venezuelan equivalent of the attorney general’s office, where she was a liaison for domestic violence issues. She served our community that way, and through her example, I knew from a young age that I wanted to be an agent of change.” Hernandez’s story is a shining example of how people from diverse backgrounds can add their voices to the legal community — and, in turn, help the legal system better represent diverse clients and communities. The effort to diversify the legal profession is a key component of the Law School Admission Council’s goal of building a more just and prosperous world. And it’s the focus of LSAC’s BE IndiVISIBLE campaign, which aims to inspire people, especially those in underserved communities, to consider a career in law. Hernandez felt she could work through the justice system to help people have better lives. After a difficult time in high school that included having to overcome the language barrier, she was fortunate in college to find mentors who helped her find the path to law school. But even once she got into law school, she faced challenges. The key to her success, she says, was persistence. “Some people get [how to succeed in law school] right away, but for me, I had to be persistent, work hard every single day, and be passionate,” she says. “I used those three things to survive and thrive. Without them, I would have failed.” Hernandez learned about the importance of law in society when, during law school, she appeared before the Fourth Circuit Court of Appeals to argue an appeal that had previously been denied. Her professors and fellow students helped her prepare for the hearing. “I knew the judges on the bench had read the entire file because of the questions they asked,” she says. “Our client had her day in court and was heard.” After law school, Hernandez hopes to work for or found a nonprofit organization that mentors people at the beginning of their law school journey. “There are a number of resources available,” she says, “but very few people who are willing to grab you by the hand and tell you: ‘Don’t worry. I know you have fears and insecurities, but you need to put in the time and effort and you will make it.’ I had people like that throughout my journey, and I want to be like them.” Hernandez’s story illustrates why law matters and why voices like hers are essential to the legal system. If you’re considering a legal career, visit BE IndiVISIBLE and see why others like Luisa chose to discover law and be an agent of change.

Sizing up the 2019 Incoming Class – What Do the Numbers Tell Us?

Kellye Y. Testy — 2019-12-12

Also available from the TaxProf Blog. December is a busy time in legal education – from students preparing for finals, to candidates preparing their applications, to deans and admission officers building their incoming classes for 2020. This is also the time of year when enrollment data for 2019’s incoming class is finalized, which provides an opportunity to highlight factors that led to those results, spot emerging trends, and look at what’s coming down the pike. Over the past several months, LSAC has worked closely with the ABA’s Section of Legal Education and Admissions to the Bar and law schools across the United States, to compile and verify a robust set of aggregated data about the size and make-up of the incoming class of students at each school. The data include class size, full- and part-time status, racial, ethnic and gender information, as well as LSAT score and undergraduate GPA by quartiles for each institution. The data has now been published on the ABA’s website, located here. In addition, the data for each law school is published on their individual websites as their Standard 509 Report. Key Data Points This year’s aggregated data continue to show some positive trends for legal education and raise a number of issues meriting attention. The total number of students enrolled in JD programs increased by 1.2 percent over last year, and enrollment across JD, LLM, masters and certificate programs increased by 2.1 percent from 2018. This positive but modest growth continues a welcome trend of rising JD applications that began roughly three years ago. As I wrote in an August 2019 blog, total applicants for the 2019 entering class were up 3.3% compared to 2018, and up 11.6% compared to 2017. And while we are still in the early stages of the current admission cycle, this year the number of applicants is tracking with last year’s pace (and 11.6% ahead of 2017), and the number of applications is running about 4.0% ahead of 2018 (and 11.2% ahead of 2017). LSAC updates current year applicant and applications data daily and provides a monthly podcast, Keeping Up to Data, on lsac.org. As the data published today show, the overall size of the incoming JD class held relatively stable for the past several years – 38,285 this year, compared to 38,390 last year, and just over 37,000 in 2015. Between 2018 and 2019, the incoming class size was larger or unchanged at 119 schools, and smaller at 84 schools. We are seeing a slow but steady rise in matriculants’ undergraduate GPAs and LSAT scores. Median LSAT scores increased at 97 law schools between 2018 and 2019, decreased at 10 schools, and remained the same at 92. Similarly, median GPA increased at 146 law schools, decreased at 45, and remained the same at 8. In terms of demographic trends, we continue to see steady growth in the proportion of women entering law school. This year, 53.3% of incoming students are women, compared to 44.5% men (2.2% declined to state their gender). For comparison, as recently as 2015, men comprised more than half of incoming law students, but the proportion of women has increased steadily over the past five years. We recently expanded the range of gender identity categories in an effort to better address the true range of self-identification that our candidates have, and we will share trend data across these expanded categories going forward. The percentage of students from each of the major racial and ethnic groups admitted to JD programs continues to track closely with the percentages of college graduates within those same groups and has remained relatively stable over the past five years. According to our data, Asian students comprised 9.4% of the 2019 incoming class, compared to 9.2% in 2018 and 9.2% in 2015. African American students made up 8.0% of this year’s incoming class, down from 8.3% in 2018 and 9.5% in 2015. Caucasian/White students comprised 62.5% of this year’s incoming class, compared to 65.3% in 2018 and 63.7% in 2015. Hispanic/Latinx students made up 11.1% of incoming students this year, up from 10.8 percent last year and 10.4% in 2015. We are also seeing an increase in the number of students choosing not to indicate their race/ethnicity. Trends to Watch The data on racial and ethnic composition of entering JD classes underscores the critical ongoing need for pipeline building programs that reach back to high school and college to encourage and support diverse candidates in seeking a legal education. LSAC works with its member law schools in multiple ways to build the justice pipeline, including programs and campaigns such as Discover Law, Be Indivisible, national Law School Forums that attracted over 7,200 attendees this fall, Pre-Law Undergraduate Scholars (PLUS) programs at over 30 locations every summer, Historically Black Colleges and Universities (HBCUs) Tours, and more. We are repeating our “How to Apply to Law School” webinar Tuesday, December 17; there were 4,000 registrants in October and this month’s registrants are already nearing 3,000. I invite you all to tune in and am grateful for the involvement of the law deans and my co-host, Ken Randall of iLaw, in expanding learning about law and legal education. This year’s report also highlights a vital and continuing calibration between law school class sizes and the legal job market. During and after the Great Recession, we saw a number of schools having to make difficult choices and tradeoffs regarding the balance of class sizes and credentials, downsizing of faculty and staff, shifts in priorities, and increased reliance on fundraising even for core operational expenses. As a former dean during those difficult years, I know first-hand how much pressure law schools may feel to now expand enrollment, and so it is especially noteworthy and healthy to see law schools being cautious to help improve the employment prospects for graduates. As the National Association for Law Placement has well documented, it is the reduced number of JD graduates, not an increase in the number of legal jobs, that has improved employment outcomes. Law schools are increasingly educating larger numbers of students in programs other than the JD, as well. Master’s and certificate programs now make up 15% of all law school enrollment which tells us that legal education is attractive to people who want to advance their goals in many fields, particularly those industries that are highly regulated or where job performance benefits from legal knowledge (e.g., human resources, compliance, government contracts, technology and privacy). Many candidates also rightly see legal knowledge and the acquisition of the problem-solving skills that are legal education’s hallmark as a way to assume greater responsibility within their chosen industry, advance their careers, and improve their organization’s overall performance. Not surprisingly, we also see increases in online programs – JD, Master’s and LLM, which are particularly appealing to people who are balancing family and work, who may be returning from the military to civilian life, or who are geographically bound. These programs are important to increase access to learning about law. As an organization deeply committed to excellence in assessment, LSAC is encouraged by the high quality of learning and assessment in new hybrid JD programs. These are just a few of the trends that we see in the applicant and matriculant data published today, and we will continue to update the data and trends as this year’s cycle progresses. While we are seeing a welcome stability over the past couple of years, our member schools are continuing to innovate to meet the demands of a changing marketplace for law and legal services and we are all advocating for more diversity in the profession. It’s an exciting time for our community as savvy candidates are recognizing the tremendous opportunities to make a positive difference in the world that legal education provides.

Q&A: How Lawyers with Disabilities Can Change the World

Leanne Shank — 2019-12-11

Marc Maurer’s story is nothing short of inspiring. He’s been blind since he was an infant, and he attended law school at a time when accommodations for students with disabilities were a far cry from what they are today. But he was determined to succeed, and his perseverance paid off: He’s been practicing law for more than 40 years. What’s more, he served as the president of the National Federation of the Blind and continues to advocate for the organization today, and he’s received numerous awards for his advocacy work on behalf of blind people. I recently was honored to speak with Marc about his background, the challenges he’s faced in his career, and how those with disabilities can make a difference in the legal profession. Leanne Shank: Marc, thank you so much for taking the time to talk with me today. To start, tell me about your background and what made you want to enter the legal profession. Marc Maurer: I went to law school because I’m interested in the society in which we live and the law touches most aspects of that society. As an undergraduate, I started out in engineering, but my mentors told me that while I’d probably make a good engineer and build some good things, if I wanted to build a society better than the one we had, I should approach the topic differently, because engineers generally don’t do that. That made a lot of sense to me, so I decided to go to law school. I’m 68 now, so I’m coming to the end of my “working years,” but I’m still learning and I don’t think I’ll ever learn enough about law to be satisfied. And I’ve been a lawyer since 1977. LS: In general, why is it important for people with disabilities to become lawyers or otherwise be involved in the legal profession? MM: In my experience, there are two motivating factors for people to be in law school: an interest in serving and an interest in making money. I happened to be in the first group. I noticed there were people who were not being represented in the legal community or protected by our laws — namely, people with disabilities. For example, by the time I got into law school, I knew it was legal to pay blind and otherwise disabled people less than the minimum wage. I thought, “How could this be possible?” After law school, I fought to get some of those laws changed and became active in the NFB to advocate for blind people. Helping people who would otherwise be without representation, and helping them know that the law applies to them and that they have rights they didn’t know they had, has been a great joy in my career, and it’s the primary reason I got into the law business. Additionally, a law degree gives you lots of options. You can do litigation, which has always attracted me; you can write legislation, which sometimes attracted me; or you can create entities and organizations that can build programs to help people like you. There are hundreds and hundreds of places to use a law degree once you’ve got one; it’s a liberating kind of degree that opens huge corridors of opportunity. LS: What sorts of challenges or obstacles has your blindness posed in your career? And, in terms of accessibility, how has the profession changed from when you started out? MM: Access to information was, and is, the primary obstacle. When I was in law school, all the technology we have today did not exist, so hunting down information had to be done almost exclusively on paper. We went to the library and dug the books out, and I hired people to read to me. Today, much of that information is available electronically, but many of the case management systems are not that accessible, so there’s a hodgepodge of systems that can be a challenge for blind law students and lawyers. Additionally, it was hard to find opportunities. If, for example, I wanted to clerk for a judge, the judge would say, “We use a lot of paper here, and you have to be able to read paper documents,” and I wouldn’t get the chance. Then I would get a similar response from some other place I wanted to work. You get arguments from all points of view about why you can’t do the job — that you couldn’t be an effective lawyer because you couldn’t see the demeanor of a witness on the stand, and so on. One of my priorities in my career has been fighting to make sure the blind get the same opportunities as everyone else. LS: In your experience, how has LSAC improved accessibility to legal education for those with disabilities? MM: When I was coming up, there was a lot of uncertainty about whether you could take the LSAT at all as a blind person. As a result, I’ve never taken the test — although I’ve always wondered how I would do on it. Nowadays, not only can you take the LSAT, but LSAC has worked so hard to make it accessible for all students. Overall, the organization has become very committed to getting people from all walks of life into law school, and I’m delighted that it has. LS: What would you say to college students who are blind, or have another disability, and may think a career in law is unobtainable? MM: If you’ve got the patience for it and the willingness to work, you can likely do it! You have to be interested in puzzles because law, and unpacking a decision by a group of judges, is sometimes a puzzle. You have to have an open mind. You have to be willing to learn a new language — because law looks deceptively like English, but the terms mean different things. But if you can do all that, the opportunities are enormous. A legal education gives you a handle on making our society a more accepting, more livable society than we’ve ever had. That’s what I find so fascinating about law. It’s a lovely opportunity to make something new and useful. LS: Where can people with disabilities get more information about a career in law? MM: If you have a disability and want to practice law, know that there are many who have done it already. The Disability Rights Bar Association is one of the principal gatherings, but not the only one. Specifically for blind people, you can contact the NFB or the National Association of Blind Lawyers. Any of these groups can help you get started.