March 14, 2018
"Academic Freedom and the Obligations of University Administrators" especially regarding faculty speech
MOVING TO FRONT FROM MARCH 12: UPDATED
A different wrinkle on this issue is presented by the new allegations that Prof. Amy Wax (Penn) has disparaged the academic performance of African-American students at her law school. Here academic freedom affords her no protection: any identifiable group of students at a school has a right not to be openly disparaged for its competence by faculty or administrators at their institution, and the Administration should both correct the record and would be within rights, in my view, to take disciplinary action against Prof. Wax (I do not think this is an offense justifying termination, but lesser disciplinary steps would be warranted). Think of it in Pickering terms: faculty disparagement of some identifiable portion of the student body interferes with the school's core functions, including helping members of the disparaged group find suitable employment upon completion of their education. (Contrary to the letter from the Penn alumni and students, it is not clear to me that Prof. Wax's statements violate the "anonymous grading policy," if the Penn one is like that at most schools: exams are marked without knowing the student's identity, but after the grades are turned in, the professor learns how each student performed. On the other hand, students have a reasonable expectation and entitlement, perhaps even protected by FERPA [I'm less sure about that], not to have their academic performance disclosed to third parties by the faculty member.)
UPDATE: Is Prof. Wax the Ann Coulter of the legal academy? Her colleague Tobias Wolff comments.
ANOTHER: Penn's Dean Ruger has removed Prof. Wax from teaching required 1L classes. As a punitive measure, that seems rather mild, given the breach of professional obligations involved, but perhaps he is taking other actions as well. A good line from Dean Ruger's statement:
Our first-year students are just that – students – not faceless data points or research subjects to be conscripted in the service of their professor’s musings about race in society.
February 14, 2018
This finding--by my colleagues Adam Chilton, Jonathan Masur and our Behavioral Law & Economics Fellow Kyle Rozema--is hardly surprising, given how out of their depth most law review editors are in figuring out what to publish. Maybe law reviews should advertise that year's ideological tilt of its Articles Editors?
January 29, 2018
Professors Rostron & Levit asked me to share the following about their useful guide:
We just updated our charts about law journal submissions, expedites, and rankings from different sources for the Spring 2018 submission season covering the 203 main journals of each law school.
A couple of the highlights from this round of revisions are:
First, again the chart includes information from the handful of journals that posted on their websites that they are not accepting submissions right now and what dates they say they'll resume accepting submissions.
Second, while 62 law reviews still prefer or require submission through ExpressO, 31 schools (up from 27 at this time last year) now require Scholastica as the exclusive avenue for submissions, with 31 more preferring or strongly preferring it, and 28 accepting articles submitted through either ExpressO or Scholastica. Thirteen schools now have their own online web portals. And one school each accepts articles on Twitter and bepress, while two accept submissions through Lex Opus.
The first chart contains information about each journal’s preferences about methods for submitting articles (e.g., e-mail, ExpressO, Scholastica, or regular mail), as well as special formatting requirements and how to request an expedited review. The second chart contains rankings information from U.S. News and World Report as well as data from Washington & Lee’s law review website.
Information for Submitting Articles to Law Reviews and Journals: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1019029
We’d welcome you to forward the link to anyone who you think might find it useful. We appreciate any feedback you might have.
All the best,
Allen and Nancy
Professor Allen Rostron
Associate Dean for Students and William R. Jacques Constitutional Law Scholar and Professor of Law
Professor Nancy Levit
Interim Associate Dean for Faculty and Curators' Distinguished Professor and Edward D. Ellison Professor of Law
I do think the W&L data is pure noise, since it does not control for volume of publication.
January 18, 2018
The full document here. I may say more when I've had a chance to digest it. Signed reader comments welcome (full name required, valid e-mail address); submit comment only once, it may take awhile to appear.
November 07, 2017
MOVING TO FRONT FROM LAST YEAR (SINCE TIMELY AGAIN--AND MORE COMMENTS WELCOME--ORIGINALLY POSTED NOVEMBER 2007)
A rookie job seeker writes:
A question about the law teaching market, which I suspect will be of interest to a number of candidates who read your Law School Reports blog: When can we expect to hear from hiring committees we spoke with at AALS? Do the better schools tend to wait longer to make their calls? And do schools tend to notify candidates that they *won't* be inviting them for a job talk, or do you only hear from them if they're interested?
If you think this is a worthwhile topic, perhaps you could open a post for comments so that hiring committee members could say what their procedure is.
My impression is that schools will contact the candidates they are most interested in within the first two weeks after the AALS hiring convention, and, more often than not, within the first week. Schools will often have some candidates "on hold" beyond this period of time: e.g., because they are reading more work by the candidate, or collecting references, or waiting to see how they fare with their top choices. So it is quite possible to get call-backs beyond the two-week window. Schools tend to be much slower in notifying candidates they are no longer in contention (you might not hear for a month or more).
Schools higher in the "food chain" in general do move at a somewhat more, shall we say, "leisurely" pace, and schools lower in the "food chain" are more likely to have tiers of candidates they remain interested in, on the theory that they are likely to lose their first-round choices.
Those, to repeat, are my impressions, based on a decent amount of anecdotal evidence. But I invite others to post their impressions and/or information about their school's practices. No anonymous postings. Post only once, comments are moderated and may take awhile to appear.
October 19, 2017
More than 160 readers voted in our poll from earlier in the week, and here are the results:
|1. Oxford University Press (Condorcet winner: wins contests with all other choices)|
|2. Cambridge University Press loses to Oxford University Press by 95–56|
|3. Harvard University Press loses to Oxford University Press by 95–56, loses to Cambridge University Press by 93–60|
|4. Yale University Press loses to Oxford University Press by 117–33, loses to Harvard University Press by 113–34|
|5. Princeton University Press loses to Oxford University Press by 122–25, loses to Yale University Press by 70–67|
University of Chicago Press was runner-up, trailing Princeton 81-51 (Princeton was essentially tied with Yale). These seem to me like fairly sensible results--interesting how the two UK publishers dominate. The mystery of the Harvard catalogue is how uneven it is, perhaps because it is bigger than, say, Princeton's or Yale's law catalogues.
September 29, 2017
How should a Dean who understands academic freedom respond to public controversy about faculty writing?
So we know from the unhappy example of Dean Ferruolo throwing a faculty member under the bus what not to do: you don't publish a statement on the homepage of the school singling out a faculty member's work, declare that not only do you, as Dean, disagree with it, but suggest that these are pariah views in "our law school community", and imply that the offending views may implicate "racial discrimination" and persecution of the "vulnerable" and "marginalized." Making an obligatory reference to academic freedom in passing does not undo the damage that this decanal misconduct causes.
The job of administrators is not to share their opinions about the views of members of the faculty, but to administer a university environment in which faculty and students may express points of view that do not otherwise violate anti-discrimination, sexual harassment or other laws. (The silly op-ed did not violate any applicable law obviously). So one obvious, and preferable, option would have been for the Dean to make no public statement at all. He could have met with concerned student groups, and educated them about academic freedom and reaffirmed institutional policies about equal opportunity. If a Dean makes any public statement in the context of such a controversy, it should not include any comment on a faculty member's views; it would suffice, for example, to simply reaffirm the institution's commitment to equal opportunity for all students and the like.
The Kalven Report got it exactly right fifty years ago, and all administrators ought to read and think about it. The university sponsors critics, it is not itself a critic or advocate (except for that narrow range of issues central to the university's function). A Dean, or other university administrator, forfeits his academic freedom upon becoming Dean--in part, because Deaning is not a scholarly enterprise but an administrative one, and academic freedom exists only to protect the scholarly pursuit of truth. As an administrator, the Dean's job is to protect academic freedom and protect an environment in which faculty and students can express their views in the appropriate fora, such as the classroom, scholarship, and sometimes in the public sphere. In order to preserve a community of open and vigorous debate, the Dean must not lend his authority to one side or the other. That there is an uproar about a faculty member's scholarship or op-ed does not mean the Dean must speak out, except perhaps to educate people about what a university is and what academic freedom is and why it matters.
September 25, 2017
It is often assumed that the only way to become a lawyer is to attend an ABA-approved law school. That is true in some states and, indeed, the ABA has at times expressed the view that it should be true in all states. But it is not the case in large jurisdictions such as New York or California, nor is it the case in the majority of jurisdictions. Claims that ABA-approved law school have a monopoly on entry into the legal profession are exaggerations. Rather, the most popular—and probably most likely—way to become a lawyer is to graduate from an ABA-approved institution.
In leading jurisdictions such as New York, California, and Virginia, an individual who wishes to become a lawyer may sit for the bar examination with between zero and 1 years of law school and between 3 and 4 years of apprenticeship and study under the supervision of a licensed attorney (this is also known as “law office study” or “reading for the bar”). In California, graduates of non-ABA-approved law schools are eligible to sit for the bar examination. This includes schools with extremely low-cost, technology-driven approaches to teaching, such as online and correspondence schools.
In fact, non-ABA law school graduates are eligible to sit for the bar examination in most jurisdictions (31 in total as of 2017) according to the National Conference of Bar Examiners.** This includes extremely large and important jurisdictions such as California, Florida, New York, Texas and Washington D.C. Graduates of online and correspondence law schools are eligible to sit for the bar examination in 4 jurisdictions.
Very few people choose the apprenticeship route, and only a minority opt for non-ABA law schools. Among those who do, relatively few successfully complete their courses of study or pass the bar examination. But those who do will have the same license to practice law as someone who graduates from an ABA-approved law school and successfully passes the bar examination.
Why then do so many prospective lawyers choose ABA-approved law schools?
The most likely explanation is that prospective lawyers choose ABA-approved law schools because those law schools provide a valuable and worthwhile service that supports a higher price point than other options.*
Many employers value legal education. That’s why they typically pay law school graduates tens of thousands of dollars more per year than they pay similar bachelor’s degree holders, even in occupations other than the practice of law. When law school graduating class sizes increase, and a lower proportion of graduates practice law, graduates don’t typically see a noticeable decline in their earnings premium.
In other words, the benefits of law school are versatile. Graduates of ABA-approved law schools also seem to be much more likely to complete their studies and pass the bar examination than students attending more lightly regulated and lower cost alternatives.
August 25, 2017
Todd Henderson (Chicago): Lawyers make better CEOs in industries with high litigation risk (and worse CEOs elsewhere) (Michael Simkovic)
Professor Henderson finds that: "CEOs with legal expertise are effective at managing litigation risk by, in part, setting more risk-averse firm policies. Second, these actions enhance value only when firms operate in an environment with high litigation risk or high compliance requirements. Otherwise, these actions could actually hurt the firm."
August 03, 2017
Jerry Organ (St. Thomas) has the details.
UPDATE: At least one of the changes--namely, to stop stigmatizing law-school funded positions--probably makes sense. Here are comments that were forwarded to me that make the case aptly:
The goal of employment reporting is to provide accurate information, including to prospective students and the general public. All who are employed by the ABA’s definition (full-time at a salary of at least $40,000) should be counted as employed, regardless of the source of funding. To not count graduates on school-funded fellowships as employed (or to treat them differently) presents an inaccurate picture of a law school’s actual employment numbers. I, of course, know that there was a time when some law schools tried to game the rankings by employing students at a very low salary. But the ABA changed its definition to address this by requiring a salary of at least $40,000, which is approximately market rate for many public service jobs. In light of this change in definition, it made total sense for the ABA to revise its reporting form as it did to treat all employment that meets its definition the same regardless of the source of funding. Graduates who are working full-time as public defenders, as legal service lawyers, in non-profits, and for government agencies should be treated the same as those in private firms, regardless of how their salary is being paid.
The ABA long has professed an important public service mission, including to help close the justice gap by helping to ensure representation for those who otherwise cannot afford it. In light of this, it was completely appropriate and necessary for the ABA to change its reporting form as it did. Treating school-funded positions differently penalizes schools that provide fellowships to students to launch their careers in public service and to help provide representation for those who most need it. The reality is that school-funded fellowships often are essential for graduates who want to begin a career in public service. My experience is that these fellowships work exactly as hoped with most of these graduates getting permanent offers at their organization or similar ones. To pick a single example, Gideon’s Promise is a wonderful program where the law school provides a fellowship for one year for a graduate to work in a public defender office and then is guaranteed a job for the next two years in that office. I would like to see the ABA encourage law schools to fund such positions, but at the very least the reporting should not penalize law schools that do so or create a disincentive for such funding.