April 02, 2014
March 07, 2014
A complete report. Interesting. Only 125 positions filled last year, though I expect that will be double the number filled this year. This means we can also revise the placement rate, based on the number of candidates from each school on the market last year.
1. Univeristy of Virginia (57%, 4 total)
1. Yale University (57%, 21 total)
3. University of Chicago (50%, 6 total)
4. Duke University (46%, 6 total)
5. New York University (42%, 13 total)
6. University of Michigan, Ann Arbor (39%, 5 total)
7. Harvard University (32%, 18 total)
8. University of California, Berkeley (25%, 5 total)
8. University of California, Los Angeles (25%, 2 total)
10. Cornell University (21%, 3 total)
10. Northwestern University (21%, 3 total)
12. University of Texas, Austin (18%, 2 total)
13. Columbia University (17%, 3 total)
13. Georgetown University (17%, 3 total)
13. Stanford University (17%, 2 total)
February 10, 2014
Arthurs, former Dean of Osgoode and one of Canada's most eminent legal scholars, gives a talk well worth watching by anyone genuinely interested in what reform of legal education can and cannot do.
UPDATE: Steve Diamond (Santa Clara) comments, and also provides a link to the manuscript version of the talk.
January 31, 2014
...and is threatening to fire faculty, including possibly tenured faculty. It is not clear, however, that there really is a financial crisis there (follow the link to the Albany AAUP website). Albany did, however, suffer an S&P downgrade last year. Any firings of tenured faculty are likely to result in costly lawsuits, given the evidence in the public domain.
Note that Albany Law School is a freestanding law school, and is not part of the State University of New York system. It is also one of four law schools in "upstate" New York (the others are Syracuse, SUNY-Buffalo and Cornell, though Cornell is not sending graduates primarily into the upstate markets). The New York City area is served by Columbia, NYU, Fordham, Cardozo, Brooklyn, NYLS, St. John's, Hofstra, Pace, Touro, Seton Hall, and Rutgers-Newark (not to mention the many schools farther from New York that send large numbers of graduates there).
January 22, 2014
January 07, 2014
Following a post a few weeks back about a proposed ABA requirement for 15 required hours of "experiential" learning, I had an interesting e-mail exchange with Stephen Ellmann, who is Professor of Law and Director of the Office of Clinical and Experiential Learning at New York Law School. I encouraged him to write up his thoughts on this issue, so that we might have a kind of public dialogue about these issues. I post my reply to Professor Ellmann below, and I have opened comments for Prof. Ellmann to reply and for other readers to weigh in.
Remarks of Stephen Ellmann:
After Brian posted about the decision, by the Council of the ABA’s Section of Legal Education and Admission to the Bar, to circulate for comment a Clinical Legal Education Association proposal to require all law students to take 15 credits of experiential courses, he and I exchanged e-mails, and he proposed that we continue this discussion here. I thank him for this opportunity, and look forward to the discussion.
It is certainly possible to debate some of the details of this proposal, but my purpose here is to defend its central proposition: that all law students should receive significant training in the practice of law before they graduate. This is one of those propositions that almost seems not to need defense: who would imagine a professional school that did not give its graduates training in how to practice their future profession?
One might accept this proposition as I’ve stated it, and respond that regular law school classes are an engagement with practice. There is some force to this point. Socratic classrooms are much more engaged, I believe, than lectures. Langdell, as I understand it, aimed to teach students the skill of legal reasoning - and I certainly agree that's a practice skill.
But there are two major problems with the "regular coursework as engagement with practice" argument. First, the traditional study of legal reasoning is an engagement only with a fraction of the skills a lawyer needs. It includes no interviewing, no counseling, no trial skills (except a measure of advocacy training gained by some students from the give-and-take of class discussion), no negotiation - and actually not much training in legal research nor, in many courses, more than a final exam's worth of training in the many challenges of legal writing. Second, the sad truth is that the charm of this method wears off. Two years of Socratic dialogue does not make the third year of it more profoundly rewarding. Instead, it evidently leaves our students often deeply disengaged, as Mitu Gulati, Richard Sander & Robert Sockloskie have shown.
I think that clinical legal educators have demonstrated over the past forty years that the other skills of legal practice are also, like legal reasoning and legal doctrine, susceptible of scholarly study and capable of being taught. Experiential courses, including clinics, externships and simulation classes, aim to do just that and so to add crucial depth to the practice preparation that law schools provide.
One might accept the value of experiential learning too, and respond that law schools actually already do give students the experiential learning they need, by means other than course work. A commenter quoted in Brian’s post went so far as to argue that two summer jobs are “not dissimilar” to medical school clinical rotations. That position I think is untenable. Not only is medical school clinical rotation much more extensive than two summers' worth of clerkship, but in addition medical school rotations are part of school - structured academic instruction - and summer jobs, as valuable as they surely are, aren't school.
One might also accept all this, but respond that the choice of what courses to take should belong to the students themselves. Certainly choice is important. But we teach in law schools, and it’s built in from the start in our schools that most of the courses students take must be law courses – rather than, say, political science or humanities. Even within the domain of law courses, many or most schools restrict student choice significantly – notably by prescribing most or all of the first-year curriculum and sometimes parts of the upper-year curriculum as well. I think the question is not whether we will limit students’ choices, but how much and for what reasons. And on that score, I wonder whether part of the sense that 15 credits of experiential learning is too much might arise from a perception of “skills” as a single subject, rather than as a very wide range of different competencies that get used in different ways in different settings. We routinely allocate 60 credits or more to teaching “doctrine” and the skill of legal reasoning; it does not seem too much to allocate 15 to other skills of practice. Within those 15 credits, I’d certainly hope that law schools will offer their students a substantial range of courses from which to choose.
One last point on the question of “how much?” Bob Kuehn has compiled figures on the “practice-based and clinical education” requirements in a range of other professions: architecture, dentistry, medicine, nursing, pharmacy, social work, and veterinary. Each of these requires at least one quarter of students’ training to be in clinical settings; some require one third and, last but not least, medicine requires one half (and that doesn’t include the years of supervised post-graduate clinical training that follow receiving the M.D.) The CLEA proposal is that approximately one-sixth of law students’ training be in experiential courses. It seems to me that the burden is on those who disagree with this proposal to explain why law students, unlike their peers in other professions, do not need this level of experiential preparation for the work they will soon be doing.
Reply by Brian Leiter:
Stephen states very well the value of experiential learning in law school, and on that point, I have no dispute with him. The only question concerns what should be required. Most law schools already require most of one of the three years of study. Although there is variation in what is and is not required in that first year (Chicago does not require constitutional law, Yale does not require property), it is apparent that almost all law schools require all students to take, in some form or other, the basic private law subjects (contracts, torts, property), substantive criminal law, civil procedure (the rules of court procedure outside the criminal context), and basic legal research and writing at the start of their education. I have my own doubts about that particular mix of requirements, but I have no doubts (and I do not think Stephen does either) that some doctrinal requirements in the first year, along with the crucial legal research and writing, are the crucial foundations. (I can recall entering practice roughly 25 years ago and finding that the knowledge and skills I needed most often came from first-year contracts, civil procedure, and legal research and writing. My impression, in the form of lots of anecdata, is that my experience was not anomalous.) The first-year requirements, whatever their precise mix, help students learn how to read judicial opinions, teach them core rules that govern our private and public interactions, expose them to reasoning by analogy, model and demand some dialectical engagement, and teach them how to research legal issues.
November 18, 2013
Dean Gershon (Mississippi) calls our attention to the mid-80s crisis in dental education, in which some of the schools that closed were at major private research universities. (For more on dental school closings, see also this article.) Dean Gershon writes:
What is interesting is that among the universities choosing to shut down their dental programs were prestigious schools like Georgetown and Emory. My understanding is that those universities determined that their dental schools no longer attracted the types of students they wanted to have at their institutions. Like law schools, the greatest decline in dental school applications occurred at the top end of standardized scores and undergraduate GPA’s. Emory and Georgetown were concerned that the students in their dental schools would not reflect the high credentials of students in their other programs, so they decided that it was better to close the doors, than to allow the dental school to “dumb down” the university.
The assumption seems to be that it will most likely be fourth-tier schools that will close, if law schools close. Based on what happened to dental schools in an almost identical atmosphere, I am not sure that assumption is correct.
A few thoughts on these striking observations. First, I am inclined to think that the most vulnerable schools are free-standing ones of relatively recent vintage, and those also happen to be overwhelmingly 4th-tier--but their "4th tier" status is not the primary explanation of their vulnerability, but rather one that just exacerbates their vulnerability to enrollment (and thus revenue) declines. Second, there were some five dozen dental schools in the United States when schools began closing; I do not know where Georgetown's and Emory's were in the dental school hierarchy at the time, but that would probably be relevant to thinking about the import of the analogy. Third, law schools, like medical schools, tend to have cross-disciplinary impact, in a way that dental schools (and veterinary schools) did not and do not (as best I can tell). For a research university to close a law school is to lose an academic unit that, in all likelihood, interacts with political science, economics, philosophy, history, and/or medicine. The number of leading research universities (excluding those with a STEM focus) without a law school is miniscule: Princeton, Johns Hopkins, Brown. Rightly or wrongly (mostly the former, but not always!), research universities have come to see a law school as a major part of their academic identity. (UC Irvine spent years trying to get a law school, and during the same time period, UC Riverside and UC San Diego were also exploring options to start one.)
It is striking that many (indeed, most) of the leading dental schools that remain are located at state research universities (far more so than with law, probably for the reasons noted already). But this also suggests something which I expect in the case of law: we will not see any state flagships closing their law schools (though many will no doubt contract a bit or a lot, depending on local economic conditions).
October 31, 2013
Blog Emperor Caron has links to the latest news. (He also includes links to a chart about which majors do best on the LSAT--because they lump Philosophy with Theology, I'm sure that depresses the result for Philosophy majors, since those two majors are VERY different.) [UPDATE: Professor Filler's post and mine crossed paths in cyber-time!]
A couple of thoughts on this:
1. People who don't get a JD still have to do something professionally. What are they doing instead? Getting an MBA? Just entering the workforce in some other capacity? Entering PhD programs? We don't really know yet, and given the Simkovic & McIntyre research, it is likely that at least some of those not going to law school are making serious mistakes economically (if not professionally or personally).
2. The likelihood that the 10%+ decline in LSAT takers will translate in to 10% fewer applicants is, of course, very high. One things that means for those thinking about law teaching is that next year on the law teaching market will be as tight as this year, and this year is very tight indeed. An uptick in applicants this year would have increased the likelihood of law schools waivering on whether to hire to jump into the market, but this newest development probably means that schools uncertain about tuition revenue and their budgets will err on the side of not hiring.
3. While some schools are undergoing major contractions (e.g., the recent New England story), the reality is that lots of teaching positions for which schools have genuine needs are going unfilled currently due to budgetary uncertainties (schools are relying on adjuncts, short-term visitors, existing faculty teaching overloads or teaching outside their areas, etc.). When the situation stabilizes in the next year or two (barring another economic collapse, of course), I expect we will see a dramatic uptick in academic hiring as schools try to meet the unfilled needs.
UPDATE: I can not vouch that this comment is an accurate summary of Dean (soon-to-be President) Syverud's remarks, but the analysis sounds credible, and more-or-less consistent with what I've heard (though I can not vouch for the 175 number, below):
LSAC provided a graph showing that we have had similar cycles since the mid-1960s. This one is a bit more dramatic because we came off all-time highs in hiring and applicants in 2007.
The Dean of Wash U Law School, Kent Syverud, gave a very compelling speech. He says 175 of 202 law schools are operating at a substantial deficit, and the pain is being felt across the board, not just at so-called "marginal" law schools. Applicant numbers, by LSAT score, support that comment.
He also says law schools will cut costs in the following ways (any errors in this summary or mine):
- Private universities may shut down associated law schools, as they did dental schools in an earlier era;
- Schools have let hiring of new faculty grind to a halt [BL COMMENT: there were about 70 law schools at this year's hiring convention, less than half the number from two years ago; not all which attended will necessarily hire];
- Schools will not replace, with a tenure-track faculty member, any faculty member who successfully moves laterally or retires;
- Schools will cut tenured faculty via buy-outs, etc., and use instead much more affordable adjuncts; Skills teachers could be especially hard-hit even at a time when the ABA and the profession are emphasizing skill development;
- Schools will cut staff;
- Schools will consolidate law libraries into main campus libraries;
- Schools will merge (like Texas Wesleyan); or
- Schools will sell out (like Charleston.
October 21, 2013
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 ofthen 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 10, 2013
...by Albert Yoon (Toronto):
[W]e find that, with few exceptions, law reviews publish more articles from faculty at their own institution than from faculty at other law schools. Law review publications of their own faculty are cited less frequently than publications of outside faculty. This disparity is more pronounced among higher-ranked law reviews, but occurs across the entire distribution of journals. We correspondingly find that law faculty publish their lesser-cited articles in their own law review relative to their articles published in other law reviews. These findings suggest that legal scholarship, in contrast to other academic disciplines, exhibits bias in article selection at the expense of lower quality.
I will counter this with one meaningless anecdote: my best-cited law review article appeared in Texas Law Review when I was on the Texas faculty!