APPENDIX A:

PROMOTING STUDENT SUCCESS AT CALIFORNIA LAW SCHOOLS

The analyses thus far highlight several challenges faced by students at CALS and California’s unaccredited law schools in successfully completing their programs of academic study and earning a JD. Even among the students who earn a degree from an unaccredited school, they continue to face challenges when attempting the California bar exam, often requiring multiple attempts to pass. Additionally, the analyses have shed light on the higher-than-average attrition rates experienced by some students of color at ABA-approved schools.

This section of the report summarizes the results of a 2020 survey the State Bar conducted of California law schools to learn about these schools’ institutional retention practices, focusing on how schools retain diverse students. See methodology for more details about the survey. The following results are provided as preliminary findings intended to foster discussion and serve as an initial exploration into California law schools’ efforts to promote student success.

TRACK PERFORMANCE INDICATORS

Research on law student success suggests that law schools develop processes to collect and analyze data from students, faculty, and staff to monitor performance for the purpose of promoting success.[13] The law school survey asked schools if they tracked any of the five performance indicators listed in figure A1. Nearly all schools track passage rates for the bar exam. All ABA-approved schools report tracking all but one of the five performance indicators. Most of the CALS and unaccredited schools also report tracking these measures.

Figure A1. Performance Indicators Tracked

Bar chart. Title: Figure A1. Performance Indicators Tracked. This chart shows five performance indicators tracked by each school type from bar passage rates to student demographics.

STUDENT RETENTION EFFORTS

Academic Support

In general, law school academic support programs empower law students with tools, skills, and support to succeed academically, build confidence, and meet the rigorous demands of legal education and typically encompass multiple goals and objectives. The law school survey asked schools to report if they offered academic support programs and, if so, to identify program goals. Nearly all law schools in California have at least one academic support program. Half of unaccredited law schools report offering just one academic support program. In contrast, nearly half of ABA-approved schools report having four or more academic support programs, while over half of the CALS reported offering two to three programs.

Most law schools provide at least one academic support program concentrating on bar exam preparation, improving academic skills, and/or offering academic advising/counseling services (see figure A2). While all ABA-approved law schools offer at least one academic program aimed at providing students with personal advising/counseling, only 71 percent of CALS and half of unaccredited schools offer a program specifically focused on individual advising/counseling.

Figure A2. Goals/Objectives of Academic Support Programs

Bar chart. Title: Figure A2. Goals/Objectives of Academic Support Programs. The chart offers insights on five goals and objectives of academic support programs by law school type.

Nonacademic Support

The purpose of law school nonacademic support programs is to provide students with assistance and resources beyond their academic needs. These programs aim to support students’ overall well-being, personal growth, and professional development. The goal is to create a supportive and enriching environment that equips students with the necessary skills, support, and resources to thrive both inside and outside the classroom.

The survey asked law schools if they offered any of the seven nonacademic support programs reported in figure A3. The results indicate that nearly all ABA-approved law schools provide nonacademic student support programs. Almost all these schools offer at least one of the seven identified programs. Furthermore, more than half of CALS also provide such programs, demonstrating their commitment to student well-being beyond academics. Additionally, it is noteworthy that all unaccredited schools report offering mentorship programs, indicating the recognition of the importance of guidance and support for students. Moreover, over three-quarters of unaccredited schools offer career development programs, emphasizing the significance of helping students navigate their professional paths.

Figure A3. Nonacademic Student Support Programs and Services Offered

Bar chart. Title: Figure A3. Nonacademic Student Support Programs and Services Offered. The chart shows the seven nonacademic student support programs and services offered by law school type.

Financial Support

With the increased national attention on student loan debt and the increasing costs associated with law school education, financial support is an essential factor that may affect student retention. Because student populations come from varying socioeconomic backgrounds and life circumstances, a school’s tuition and related expenses influence where potential students apply and whether students maintain enrollment. Some students take on the burden of large student loan debt, while others self-finance their education, making affordability and available financial support a key factor in a student’s ability to enroll in and complete law school. By providing financial assistance, law schools play a vital role in ensuring that talented individuals can pursue a legal education and contribute to the legal profession, irrespective of their financial circumstances.

The survey asked law schools to report whether they supported diverse law students with financial support (see figure A4). The results below show that most schools offer financial aid. However, ABA-approved schools were more likely to utilize all these strategies to support diverse students than CALS and unaccredited schools. While CALS and unaccredited schools reported offering some of the financial assistance strategies, none reported offering a Law School Loan Repayment Assistance Program (LRAP).

Figure A4. Financial Support Offered

Bar chart. Title: Figure A4. Financial Support Offered. The chart shows the six types of financial aid offered to support diverse law students by law school type.

A Law School Loan Repayment Assistance Program (LRAP) is a financial assistance program specifically designed to support law school graduates in managing their student loan debt. LRAPs are typically offered by law schools, state bars, nonprofit organizations, or government agencies. LRAPs often have specific eligibility criteria, which may include factors such as income level, employment type, and public interest or government sector employment. Each program has its own set of requirements, and applicants must meet these criteria to qualify for assistance.

COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION

Law schools committed to retaining diverse students demonstrate this commitment in various ways, including developing a Diversity, Equity, and Inclusion (DEI) strategic plan. Such plans define an institution’s values to create a supportive and inclusive space for diverse students, including those of different races, ethnicities, religions, abilities, genders, and sexual orientations. By developing a strategic plan, law schools demonstrate commitment to DEI, address disparities, and prepare students for a diverse legal profession.[14] Beginning in 2024, CALS will be required to have a diversity plan per rule 4.160(C) of the Accredited Law School Rules. The law school survey asked schools if they had a diversity strategic plan. Less than half of ABA-approved law schools (47 percent) report having a diversity strategic plan, and even fewer CALS and unaccredited schools report so (13 and 7 percent, respectively).

The survey also asked law schools if they offered and required implicit bias and cultural competence training for faculty and staff. [15] Such intentional efforts help raise awareness and spark candid conversations about how biases impact learning and student experiences in law school.[16] Law schools are generally more likely to offer, rather than require, implicit bias and cultural competency training for faculty and staff. ABA-approved schools are more likely to offer this training than CALS and unaccredited schools (see figure A5).

Figure A5. Implicit Bias and Cultural Competency Training for Faculty and Staff

Bar chart. Title: Figure A5. Implicit Bias and Cultural Competency Training for Faculty and Staff. This chart shows whether implicit bias and cultural competency trainings for faculty/staff are offered and required to attend by law school type.

Insights from Law School Focus Groups

Law school administrators noted that there is often low engagement and lack of enthusiasm for cultural competency/cultural humility trainings. Optional trainings and forums are typically organized and attended by faculty and staff who are already interested in issues surrounding diversity, equity, and inclusion.