Law professors teach a wide variety of subjects: Property, Civil Procedure, Legal Writing, Law & Economics, Business Associations, Feminist Legal Theory, Law Clinics. Professors bring diverse backgrounds to this teaching. Some hold JDs, some hold PhDs, some hold both. Some have practiced law, while others have not. Some earned high salaries before joining a law faculty, while others drew more modest paychecks in government, legal aid, nonprofits, or other academic fields.
Despite this variety, there is one constant: professors who focus their teaching on legal writing or clinical courses earn significantly less money than those who teach other types of classes. This is true regardless of degrees, prior professional experience, or past salary level. What explains this pay gap? And what does the gap tell us about our values in legal education?
Before answering those questions, we have to understand the size of the gap. Academics shy away from salary discussions, but silence can hide inequity. To break that silence, I have been gathering information from salary databases released by public universities. I don’t have information on every public law school, but a surprising amount of data is available.
In this post, I will refer to salaries at one leading law school. US News ranks this school among the top 25 schools nationally, and it is a clear leader in legal education. The salaries at this school, which I’ll call the Myra Bradwell College of Law, do not reflect salaries at every law school. They do, however, illustrate the type of salary gap our schools maintain between professors who teach clinics/legal writing and those who teach other subjects.*
Embrace change: This is the 6,576th day of the new millennium.
The Council of the ABA Section of Legal Education and Admissions to the Bar has granted provisional accreditation to the University of North Texas at Dallas College of Law. As I wrote last fall, this innovative law school well deserved a chance to try its wings.
Here are some distinctive features of the school:
The first group of 74 graduates will receive their degrees this month–and those degrees are now from an ABA-accredited law school. Godspeed UNT-Dallas and grads!
Douglas Kahn has posted an article criticizing the “proliferation of clinical and other experiential courses” in legal education. These courses, he argues, reduce the number of “doctrinal” courses that students take, leaving them “ill-prepared to practice law as soon after graduation as law firms would like.” The TaxProf Blog posted a summary of the article, and a baker’s dozen of readers have offered pro and con comments.
It’s an old debate, one that has bristled for more than 50 years. The discussion doesn’t surprise me, but Professor Kahn’s ignorance of clinical education does. His bold assertions about clinics reveal little familiarity with the actual operation of those courses. Let’s examine some of Kahn’s claims.
Bob Kuehn has written an incisive article about the relationship between law school tuition and clinical education. Contrary to many educators’ assumptions, Bob finds that there is no statistically significant relationship between the tuition charged by schools that require a clinical experience and schools that do not. Requiring students to complete a clinic before graduation, in other words, does not correspond with increased tuition.
Similarly, schools that guarantee students a clinical experience–should they choose to take one–do not charge significantly higher tuition than schools without that guarantee. Accounting for tuition discounts did not change these results: Schools with clinical requirements or guarantees did not acquire significantly more tuition revenue per student than those without those requirements or guarantees.
The same story emerged when Bob analyzed clinical course availability (rather than requirements or guarantees). Enhanced clinical opportunities never correlated significantly with higher tuition (either list price or discounted). On the contrary, several analyses found a significant relationship between clinical opportunities and lower tuition rates. Bob summarizes the results of his research in a post on the Best Practices for Legal Education blog.
How could this be? Aren’t clinics incredibly expensive to run? Well, yes and no. As Bob explains, the availability of clinical education depends more on the choices that law schools make than on the direct cost of clinics.
My colleague Ruth Colker gives her 1L students the opportunity to obtain mid-semester feedback on their written work. In her Constitutional Law course, currently taught during the spring semester of the first year, Ruth invites students to submit a practice answer to an essay question drawn from a previous exam. She grades each practice answer using the same rubric she used on the previous final, makes extensive written comments on the answers, and encourages students to discuss their answers with her in person.
The exercise is not mandatory; nor does it factor into the final grade. About half of Ruth’s students choose to obtain this optional mid-semester feedback. She wondered if those students performed better on the final exam than students who did not elect the feedback. To study this question, she assembled a team of colleagues, including an expert statistician, Abigail Shoben, from Ohio State’s College of Public Health.
I was delighted to work as part of this team, which also included law colleagues Ellen Deason and Monte Smith. We’ve just published our results. Here are some of the highlights:
If law school classes teach students to think like lawyers, then why are so many final exams poorly written? It’s not that students “can’t write,” it’s that we haven’t really taught them to think like lawyers.
Joan Rocklin is the latest educator to tackle this issue, in a paper just posted on SSRN. Rocklin explains why law professors should teach exam writing to their students and, equally important, how we can do that effectively.
The optimistically named “spring” semester has begun at most law schools. One-L’s nervously await their fall-semester grades while climbing a mountain of new reading. Two-L’s focus on their externships, student organizations, and job searches, while mostly ignoring the assigned reading. Three-L’s celebrate with glee the fact that this is their “last first day.” They haven’t even opened their course syllabi, much less the assigned readings.
In a very thoughtful essay, Bob Kuehn reminds us what’s wrong with this picture. Whether the students do the readings or not, they’re not learning enough of the professional skills they will most need as new lawyers. Study after study demonstrates that law schools fail to give students enough education in professional essentials like listening effectively, interviewing, counseling, negotiating, identifying client goals, strategizing to meet those goals, and problem solving.
Law schools prepare their graduates to perform as superb appellate lawyers, but only mediocre (at best) lawyers for every other type of legal problem or client need. Graduates slowly learn how to lawyer for those clients, but they don’t give their early clients and employers the excellence those groups deserve. And, without a sound foundation at the start, these graduates may never become the superb counselors, strategists, and problem solvers they could have been.
Law schools have made progress, but we haven’t traveled nearly far enough–and our progress has been crawl-like. As 2017 unfolds, I hope to offer some ideas for more effective progress. Meanwhile, put Bob’s essay on your personal first-week reading list. And then, do more: read the underlying studies and reflect on what they mean for legal education. Let’s try for a newer new semester this time next year.
Ed. note: This post was co-authored with David Frakt, an attorney and the chair of Law School Transparency’s National Advisory Council. This was originally published on Above the Law.
The United States Department of Education (ED) notified Charlotte School of Law on December 19, 2016, that its students would no longer be eligible for federal student loans. The decision, as with the American Bar Association’s decision to put CSL on probation a month earlier, surprised and alarmed CSL students. Since that time, students have reached out to law schools across the country to inquire about attending in the immediate or near future. With no other law schools in Charlotte, North Carolina, there are practical limitations on the choices CSL students face.
Several students report to us that, despite CSL’s assurances, information has been both limited and not particularly useful as they try to assess their options. Furthermore, these students report that administrators have been unavailable to answer questions. The school appears to have completely shut down for winter break from December 22 through January 3 despite the urgency of the situation that has developed in Charlotte. These administrators have likewise not been available to the press since the Education Department’s announcement in December.
It is not yet clear that the school will resume classes on January 9, as scheduled. And even if the school does resume operations next week, students still have an understandable desire to explore available options.
In theory, students have four options.
At this point, CSL students cannot make informed decisions because CSL has not been sufficiently transparent. As such, Law School Transparency has sent CSL a letter with an urgent request for information that will help CSL students make the choice that is best for their personal career ambitions.
Infilaw, which owns Charlotte School of Law and Florida Coastal School of Law, must be transparent about any pending or reasonably foreseeable ABA sanctions at Florida Coastal. As CSL develops its plan for CSL students to transfer to Coastal, they must ensure that CSL students are fully informed about Coastal’s compliance with ABA standards. Students need and deserve to know about the potential for similar problems to emerge at Coastal.
In November, the ABA placed CSL on probation because of its exploitative admissions and retention policies. Coastal’s admissions statistics are not meaningfully different than CSL’s. The majority of students at both schools face extreme risk of failing the bar exam. These two schools also have the highest attrition rates in the country. It’s possible that the ABA has already warned Coastal that it is out of compliance with the ABA standards, much in the way that the ABA warned CSL in February 2016. Indeed, Coastal’s dean announced the school’s intent to raise admissions standards this past fall. Infilaw should disclose any communications from the ABA that in any way indicate potential sanctions against Coastal, including fact-finding inquiries that the ABA will use to evaluate whether the school has sound admissions and retention policies and practices.
Infilaw should be transparent about communication with the U.S. Department of Education regarding Florida Coastal School of Law’s continued participation in the federal student loan program. The ED cited two independent reasons to deny CSL’s participation in the federal student loan program. First, the ED cited CSL’s non-compliance with the ABA standards. Second, the ED cited CSL’s “substantial misrepresentations regarding the nature of its academic program.” The ED based this finding, in part, on CSL’s failure to disclose until November 2016 that the ABA found the school non-compliant with the ABA standards in February 2016. If Coastal has received notice from the ABA about non-compliance, it has not disclosed it to date. That could provide a basis for the ED to take similar action against Coastal.
Coastal might be a reasonable alternative for some CSL students, but it is not fair or ethical or consistent with the school’s fiduciary duty to withhold this information from CSL students considering a transfer (or, for that matter, current Coastal students).
Infilaw should be transparent about its plans to facilitate transfers within the Infilaw System, including moving expense reimbursement, alternative class schedules, tuition discounts, and whatever else students need to ease the transfer after Infilaw and CSL withheld critical information for nine months. Even assuming that Coastal does not face any immediate issues from regulators, Infilaw and CSL should recognize that simply offering students the opportunity to attend another law school in the Infilaw system is not enough to discharge its legal and ethical obligations to students. This is especially true given Infilaw’s financial interest in moving students to one of its schools that has access to federal student loan dollars from one that does not.
Students who choose to relocate 400 miles from Charlotte to Jacksonville will incur substantial costs, including transportation costs, moving expenses, and early lease termination fees. Students who seek to join the bar can ill afford to have negative credit reports or collection actions taken against them for breaching a lease. It is essential that administrators promptly develop and communicate a fair, simple, and transparent approach for students to file for reimbursement.
Charlotte School of Law should clarify whether it will permit and facilitate students who seek to visit another law school this semester. At least a handful of current CSL students have inquired with other law schools about visiting this coming semester. As one law school in North Carolina told us, the obstacles to a visit are not with their school — they are prepared to promptly review and act upon any applications for a visit. Rather, the question is whether CSL will approve the visit, accept the credits towards CSL degree requirements, and waive degree requirements that cannot be met at the visiting school, such as the course on North Carolina distinctions.
The school has sent mixed messages to students about the possibility of visiting at another school. CSL should publish clear guidance on visits as soon as possible, and should do everything possible to facilitate visits for students who request them. We asked Traci Fleury, assistant dean of academic services, for clarification. She did not respond to our phone call.
Charlotte School of Law should devote more resources to student service and administrative offices. Completed applications, whether for a visit or a transfer, typically require a letter of good standing, an official transcript, and, for visits, a letter promising to accept credits from the visiting school. Students report to us that they are still waiting on one or more of these items from CSL. Dean Fleury indicated in an email to a student that a team of five people is working through transfer packets for students. But time is of the essence, and Infilaw schools have been accused of purposefully impeding transfers in the past. Thus the school needs to devote even more resources so that inattentiveness does not prevent students from making informed choices about their futures.
Charlotte School of Law should clarify why it indicated that the school will submit a “teach-out” plan to the ABA in March. A teach-out plan helps students find a reasonable opportunity to complete their program of study. The ABA accreditation rules require a teach-out plan for any school that loses access to the federal student loan program. However, Rule 34 also requires a teach-out if the school intends to cease operations. CSL has already informed students who had been planning to start this month that the “spring start” for which they had been admitted has been canceled. With deadlines for transfer and visits looming, and nearby schools preparing to begin classes as early as tomorrow, CSL should clarify whether the school plans to cease operations in the near future, or if it is even considering such a step, as this will obviously have an impact on the decisions that students make.
While we understand that the situation is fluid, and that the school’s plans may be contingent on a variety of factors that are outside of its control (such as regaining federal funding), CSL must not let uncertainty prevent timely release of information. If in doubt, CSL should err on the side of full disclosure and immediately release any information that could conceivably affect its students’ decisions.
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