Leaders from the Thomas M. Cooley Law School and Oakland University (OU) are partnering with the American Bar Association's (ABA) Council on Legal Education Opportunity (CLEO) to bring CLEO's nationally recognized prelaw program to underserved Michigan college students this summer.
This Article provides a scholarly analysis of an innovative and recently created summer special admissions program designed to provide an opportunity for "at-risk" students. This new program, the Summer College to Assess Legal Education Skills ("SCALES"), was created to provide access and opportunity to students who otherwise would not be admitted to law school because their law school indicators fall below the minimum requirements for admission. Typically, the students enrolled in the program include immigrants, minorities, and nontraditional returning students, many of whom represent the first generation in a family to earn a college degree. To the delight and amazement of the faculty and administration, all thirteen of the first group of SCALES students who graduated in May of 2007 p...
... Flannery for the Center for Law and Education, Harvard University; by Frank Askin and Norman Ama...Wulf for the Mexican American Legal Defense and Educational Fund et al.; by Cruz Reyno... for the Council on Legal Education Opportunity; by Roswell B. Perkins, Kenneth C. Bass III, David... considered under the minority admissions program. Thirty-seven of those offered admission had indic...
In Fall 2010, I became one of the first tenured professors in the nation to hold a deanship dedicated exclusively to diversity in a school of law. As the Associate Dean of Institutional Diversity and Inclusiveness at the University of Denver’s Sturm College of Law ("SCOL"), I am charged with strengthening access to the legal academy, particularly among, but not limited to, students and faculty of color. This Essay describes the evolution of my role and the seven principles that currently guide student pipeline and recruitment efforts at the SCOL. These principles help the SCOL focus those efforts, work strategically, and increase the likelihood that desired outcomes will be achieved. I conclude by offering three examples of efforts undertaken by the SCOL in the first six months of my se...
Most legal challenges to school voucher programs have focused on the question of whether a voucher program that permits the use of public funds in private religious schools constitutes an unconstitutional establishment of religion.1 In the wake of the Supreme Court's 2002 decision in Zelman v. Simmons-Harris2 that such programs do not violate the First Amendment, the question remains whether they will be found to violate state constitutional provisions governing the relationship between church and state. In Bush v. Holmes, decided in January 2006, the court heard a challenge to the Opportunity Scholarship Program (OSP), a school voucher program permitting the use of vouchers in religious schools.4 The plaintiffs claimed that the OSP violated not only Florida's constitutional no aid cla...
... offer the first realistic opportunity to level the educational playing field worldwide. ... agricultural universities implemented programs that were able to help meet the needs of the world... research, especially in the medical and legal fields. For example, the National Library of Medic...
... states, districts, and higher education programs across the country this year. . The State Fiscal ... Legal barriers to reform have been eliminated, progressi... we must get serious about closing the opportunity gap. Mr. Chairman, I know that you and others work...
... the key take-away from this impressive program? It was that it's going to be more and more crucia... still in school and capitalize on the opportunity to guide and mold a student's schooling. Before, d...
Law practice and legal education are facing fundamental changes. Many assume that these changes will force law schools to give up on theory and focus more on training students for the practice of law. However, this Essay shows that the future may be more uncertain and complex. The only thing that is certain is that law schools may face, for the first time, the need to provide the type of education the market demands rather than serving lawyers’ and law professors’ preferences. Legal educators must respond to these demands by serving not just the existing U.S. market for legal services but also a global market for legal information. This may call for training in some, but not all, of the theories and disciplines that have been developing in law schools.
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