39 Pages Posted: 27 Feb 2016 Last revised: 14 Aug 2016
Date Written: February 25, 2016
The bar exam seems like a formidable hurdle to many law students. Consistent with approaches at other law schools, the University of Denver Sturm College of Law instituted a Bar Passage Program, primarily aimed at academically struggling students, consisting of three core components – a second year legal analysis course, a final semester pre-bar legal analysis problem-solving course, and a post-graduate supplemental bar success workshop program. This article walks through the step-by-step processes of statistically evaluating such interventions and explores whether such interventions are statistically warranted, particularly for students that struggled academically in law school. Using data over the course of a three-year period, this article finds that active learning participation in the Bar Passage Program is beneficial to students, in particular, those who struggled academically in law school.
Keywords: bar exam, LSAT, LGPA, law school grades, legal analysis, graduation, experiential learning, active learning, statistics, statistical analysis, regression, writing assignments, writing feedback
Suggested Citation: Suggested Citation
Johns, Scott, Empirical Reflections: A Statistical Evaluation of Bar Exam Program Interventions (February 25, 2016). 54 U. Louisville L. Rev. 35-72 (2016); U Denver Legal Studies Research Paper No. 16-06. Available at SSRN: https://ssrn.com/abstract=2738036