essay on law education

Current Issues in Legal Education

Exploring how changes to the first-year law school curriculum could benefit students.

Law School Curriculum: Reform, Assessment, and Research Design  

David A. Hyman( Georgetown Law), Jing Liu (East China University Law), and Joshua C. Teitelbaum (Georgetown Law) discuss how changes to the first-year law school curriculum could positively impact law students. The authors evaluate Georgetown Law’s curriculum B as an alternative to the traditional first-year course load.

Reviewing Diverse Approaches To Student Success

Investing in Academic Success: Diverse Approaches – a Blog Post by Prof. Charles Calleros (ASU)  

Professor Calleros (Arizona State University Law) discusses several different approaches in the design of academic success programs in law schools across the United States and abroad. The author provides analysis on what makes each program successful in improving outcomes for students.  

Addressing the Access To Justice Crisis Through Legal Education  

What The Access To Justice Crisis Means For Legal Education  

Kathryne M. Young (George Washington Law) describes the access to justice crisis in the United States as a deficit of just resolutions to civil justice problems for everyday people. The author argues that this crisis compels an examination of the scope and purpose of legal education and provides a framework for how law schools can address access to justice issues effectively.  

P ublished in UC Irvine Law Review (Vol. 11, No. 3) in 2021.

Law Profession as an Antiracist teaching institution

What’s (Race In) The Law Got To Do With It: Incorporating Race In Legal Curriculum  

Sonia Gipson Rankin (University of New Mexico Law) explains how to incorporate conversations about race within legal education. The essay describes cognitive dissonance theory, color blindness ideology, and its relationship to racial inequality, while providing classroom techniques that encourage dialogue related to conversations on equity and race. The author also includes classroom strategies to help professors’ awareness of equity in the legal profession and in the justice system.  

Published in Connecticut Law Review (Vol. 54, No. 4) in July 2022.   

Pushing Back on Attempts to Ban Critical Race Theory

This Is Not A Drill: The War Against Antiracist Teaching in America  

Kimberlé Williams Crenshaw (UCLA Law and Columbia Law), in her modified acceptance speech for the 2021 AALS Triennial Award for Lifetime Service to Legal Education and the Legal Profession, reflects on her career and the recent challenges to teaching antiracist and social justice education that is now unfolding. The speech argues that the legal academy bears a collective responsibility to fight back against the silencing of antiracist frameworks, and calls on law schools to confront their historical agnosticism toward racial subordination and to defend the freedom to teach and learn Critical Race Theory against concerted efforts to undo its legacy.

Published in the UCLA Law Review (Vol. 68) in 2022.  

Reimagining Legal Education with focus on student wellness  

Wellness And Law: Reforming Legal Education To Support Student Wellness  

Janet Thompson Jackson (Washburn Law) details how law schools can shape curricula to benefit student wellness. The article argues that many students do not have to feel that their mental health and overall well-being will be significantly compromised during law school. The article provides a blueprint to reimagine legal education with a focus on wellness.  

Originally published in Howard Law Journal (Vol. 65, No. 1) in 2021  

History of Law School Clinics  

California Legal History Journal on Legal Clinics and Experiential Learning  

Professor Baker (Pepperdine Law) shares an excerpt from the most recent Journal of the California Supreme Court Historical Society which has been dedicated to experiential and clinical legal education.    

Published in California Legal History (Vol. 17) in 2022  

Preparing law students to be civic leaders  

Building the Next Generation of Rule of Law Leaders   William Hubbard (Dean, University of South Carolina Law) describes the challenges that the United States faces regarding adherence to the rule of law despite seeing modest improvement in its score in the 2022 Rule of Law Index published annually by the World Justice Project (WJP). This opinion piece describes some specific issue that law schools should address as the country navigates challenges to the rule of law.  

Teaching students to look for the absence of diverse perspectives in law  

Meditations On Teaching What Isn’t Kris Franklin (New York Law School) explores the teaching students to look for what is absent as a form of logical thinking. The article surveys a wide array of examples in various core legal subjects that point to the omission of diverse perspectives. The article provides law faculty and students with examples of ways to make more visible that which is currently not seen.  

Published in New York Law School Law Review (Vol. 66, No. 387) in June 2022 .

Best Practices for Teaching and Learning in Legal Education

Fifty Ways to Promote Teaching and Learning Gerald Hess, Professor Emeritus of Law at Gonzaga University School of Law, Michael Hunter Schwartz, Dean and Professor of Law at University of the Pacific’s McGeorge School of Law, and Nancy Levit, Curators’ and Edward D. Ellison Professor of Law at University of Missouri-Kansas City School of Law, focus on the efforts law schools and professors can make to improve instruction and student learning in the classroom. This article builds upon James Lindgren’s seminal article, “Fifty Ways to Promote Scholarship” (1999), which detailed numerous ideas for improving scholarship and the intellectual life of a law school.

Originally published in the Journal of Legal Education (Vol. 67, Issue 3) in December 2018.

Empirical Research in Clinical Legal Education

Measuring Law School Clinics The four authors—Colleen Shanahan (Columbia Law), Jeffrey Selbin (UC Berkeley Law), Alyx Mark (Wesleyan University/American Bar Foundation), and Anna Carpenter (University of Utah Law)—report findings from a large dataset of legal cases that shed some light on the teaching-service promise of law school clinics. After analyzing thousands of unemployment insurance cases involving different types of representation, their findings revealed that clinical law students behave very similarly to practicing attorneys in their use of legal procedures and that clients also experience very similar case outcomes to clients of practicing attorneys. These findings are consistent with claims that law school clinics help prepare students to be practicing lawyers and to serve low-income clients as well as lawyers do.

The Evolving Role of the Associate Dean of Experiential Education

Exploring the Meaning of Experiential Deaning This article explores the role associate deans of experiential education play in the changing landscape of legal education. Five authors—Margaret Martin Barry (Vermont Law) Robert Dinerstein (American University Washington College of Law), Phyllis Goldfarb (George Washington Law), Peggy Maisel (Boston University Law), and Linda Morton (California Western Law)—convened in Vermont to discuss the nature of their positions as associate deans of experiential education at their law schools. Survey findings indicate that the structure, content, and authority of this role is under-developed. The authors make recommendations on how law schools can carve out the role intentionally and provide institutional support to increase the efficacy of the position.

Originally published in the Journal of Legal Education (Vol. 67, Issue 3) in October 2018.

The Value of Local Legal Scholarship

Days of Future Past: A Plea for More Useful and More Local Legal Scholarship Frank Bowman III, Floyd R. Gibson Missouri Endowed Professor of Law at University of Missouri School of Law, describes how the population explosion in American law schools during the 1990s and the simultaneous rise of the influence of U.S. News rankings created a bubble in legal scholarship. Bowman makes several recommendations for dealing with a ‘post-bubble’ landscape, including changing law school hiring practices to favor professors with more legal experience, assessing scholarship more by effect and less by placement, and devoting more scholarly attention to questions of state law and practice.

The Future of Legal Education

An Invitation Regarding Law and Legal Education, and Imagining the Future Michael J. Madison, Director of the Institute for Cyber Law, Policy, and Security and Faculty Director of the Innovation Practice Institute at University of Pittsburgh School of Law, explores conversations about the future of legal education in ways that integrate several threads of concern and revision that have emerged over the last decade. Madison argues these conversations should include participants beyond elite American law schools and private law firms.

Leadership Development in Legal Education

Law School Leadership and Leadership Development for Developing Lawyers Louis D. Bilionis, Dean Emeritus and Droege Professor of Law at the University of Cincinnati College of Law, argues the conditions for successful leadership are present in law schools. The necessary leaders are in place and include faculty and staff who are adopting innovations to help advance students’ development as professionals. The authors refer to these select few as a “coalition of the willing” – opinion leaders with the greatest potential sway on those colleagues who have yet to adopt.

Originally published in the Santa Clara Law Review (Vol 58, Issue 3) in 2019.

Measuring the Impact of Legal Scholarship

Measuring Scholarly Impact: A Guide for Law School Administrators and Legal Scholars Gary Lucas, Jr., Professor of Law and Senior Associate Dean at Texas A&M University School of Law, provides guidance for law deans and legal scholars interested in measuring the impact of legal scholarship. Lucas recommends that each law school create a Google Scholar profile for its faculty. By acting on this recommendation, administrators would dramatically improve their ability to assess the impact of legal scholarship.

Originally published in the University of Pennsylvania Law Review (165) in 2017.

Taking Externship Scholarship to the Next Level

The Past and Future of Externship Scholarship Harriet Katz, Clinical Professor Emerita of Law at Rutgers University School of Law, Camden, offers an overview of scholarship about legal externship produced over the past three decades, along with suggestions for the direction of future work.

Matching Law Practice and Legal Education

The Contextual Problem of Law Schools Eli Ward, Charles W. Delaney Jr. Professor of Law at University of Denver Sturm College of Law, argues there is a mismatch between law practice and legal education. Ward provides recommendations in which law schools can systematically implement contextual insights into their curriculum and culture.

Enhancing Student Learning

Cracking Student Silos: Linking Legal Writing and Clinical Learning Through Transference Mary Bowman, Director of the Legal Writing Program and Associate Professor of Law at Seattle University School of Law, and Lisa Brodoff, Director of the Ronald Peterson Law Clinic and Associate Professor of Law at Seattle University School of Law, studied the educational literature on transference to understand how they could help their students apply what is taught in their programs to future client work. Both authors describe what they learned from their endeavors and the typical barriers to transference, most significantly the effects of course-dependent siloing of student learning.

Legal Education Reconsidered

James P. White Lecture on Legal Education During the James P. White Lecture on Legal Education at Indiana University Robert H. McKinney School of Law, AALS Executive Director Judith Areen discussed how legal education has been “reconsidered” by prospective students as the result of a challenging job market and negative media coverage. The lecture was published in the Indiana Law Review.

“Working together, deans and faculty, schools and organizations, we need not fear what will happen as others reconsider legal education,” Areen said. “Together we should be able to regain the confidence of qualified college students and graduates that law school is a good choice for someone who wants to make a difference during their professional career both in service to others, and in addressing some of the most intractable problems that face our communities, nation, and the world.”

The Market for Law Schools and their Graduates

The Demand for Legal Education: The Long View Deborah M. Hussey Freeland, Research Fellow at the Stanford Center on the Legal Profession, examines available data on the total number of law school applicants, including long-term economic and demographic trends in the demand for legal education.

Originally published in the Journal of Legal Education (Vol. 65, Issue 1) in August 2015.

Practice-Based Learning

Practice in the Academy: Creating “Practice Aware” Law Graduates Jay Gary Finkelstein, corporate transactional Partner at DLA Piper LLP (U.S.), presents two practical solutions that will enhance traditional doctrinal courses, such as hiring practitioners to work with full-time faculty to develop practice-based curriculum offerings and providing interactive pedagogy that replicates the practice of law. Finkelstein serves on the adjunct law school faculties of at Stanford, Berkeley, Georgetown and Penn.

Originally published in the Journal of Legal Education (Vol. 64, Issue 4) in May 2015.

Learning Technologies in Legal Education

Law Schools and Technology: Where We Are and Where We Are Heading Michele Pistone, Professor of Law at Villanova University School of Law, analyzes the conditions and trends that encourage greater use of learning technologies in legal education.

Originally published in the Journal of Legal Education (Vol. 64, Issue 4) in May 2015 .

Support of Legal Services Corporation

AALS Letter in Support of Funding the Legal Services Corporation Access to justice is at the core of our constitutional society. As Supreme Court Justice Lewis F. Powell once wrote, “Equal justice under law is not merely a caption on the facade of the Supreme Court building; it is perhaps the most inspiring ideal of our society.”

Today’s Justice System and The Supreme Court

The Open Mind: Equal and Unequal Justice Harvard Law School Dean Martha Minow provides insight into the American justice system and legal education on PBS’ The Open Mind . During the discussion, she discusses race relations in the U.S., the need to support access to justice initiatives, and the role technology can play toward the pursuit of equal justice.

Supreme Court of the United States Decision on Fisher v. The University of Texas at Austin

Supreme Court of the United States Decision on Fisher v. The University of Texas at Austin The Supreme Court of the United States ruled (4-3) in Fisher v. The University of Texas at Austin (Fisher II) that the University of Texas’ use of race as a consideration in the admissions process does not violate the Equal Protection Clause of the Fourteenth Amendment of the U.S. Constitution.

From Law Review to Common Sense

In Praise of Law Reviews (and Jargon-Filled, Academic Writing) Cass R. Sunstein, Harvard Law School professor and former administrator of the White House Office of Information and Regulatory Affairs, outlines the value of law review articles, not just to academia or the legal profession, but to society as a whole. Though law review articles are often criticized as “jargon-filled” or “too-specialized,” he argues that many ideas constructed by legal scholars have made a significant impact, leading to what is now accepted as common sense by the public.

Statement from AALS Section on Clinical Legal Education on Proposed California Bar Admission Changes

Statement on the California Task Force on Admissions Regulation Recommendations (TFARR) The Association of American Law Schools’ Section on Clinical Legal Education has issued a statement on the proposal by the Task Force on Admissions Regulation Recommendations (TFARR) of the State Bar of California to change the requirements for taking the California Bar Examination.

Statement from AALS Deans Steering Committee on Proposed California Bar Admission Changes

Statement on the California Task Force on Admissions Regulation Recommendations (TFARR) The Steering Committee of the Association of American Law Schools’ Deans Forum has issued a statement on the proposal by the Task Force on Admissions Regulation Recommendations (TFARR) of the State Bar of California to change the requirements for taking the California Bar Examination.

Modern Legal Education and Law School Leadership

Law Schools and the Changing Environment of the Legal Profession In a conversation with University of California Television, Daniel B. Rodriguez, 2014 AALS President and Dean, Northwestern University School of Law, discusses changes and innovations happening with American legal education and in the legal profession. He discusses the challenges that law schools face today and working with various constituency groups including alumni, state bar associations, and law firm leadership. In addition, Dean Rodriguez discusses refining the law school curriculum, cross-campus initiatives and engaging alumni throughout their careers.

Linking Law Schools and U.S. Domestic Policy Needs

How can law schools help address society’s greatest needs? Peter B. Edelman, Carmack Waterhouse Professor of Law and Public Policy at Georgetown University Law Center, talks about the public policy choices that have been made regarding poverty, unemployment, race, immigration and gender issues in the United States and discusses the role law school clinics can play in addressing some of the country’s most pressing matters.

Professor Edelman’s talk served as the Keynote Address for the AALS Conference on Clinical Legal Education – Leading the New Normal: Clinical Education at the Forefront of Change for the sessions on May 5, 2015 in Rancho Mirage, California.

Black Lawyers Matter

Why the U.S. needs black lawyers even more than it needs black police In this opinion article for The Guardian , Yolanda Young, lawyer and founder of the website “On Being a Black Lawyer,” examines the importance of African Americans in the bar and the impact the lack of Black lawyers is having on the U.S. justice system.

Studies Point to an Improving Legal Industry in Key Areas

Law Schools and Industry Show Signs of Life, Despite Forecasts of Doom In this New York Times piece, Steven Davidoff Solomon, professor of law at University of California, Berkeley, looks at the structural changes in legal education and the legal industry. He notes that recent studies have pointed to signs of optimism in the profession and the overall need for skilled lawyers is unlikely to change over time.

The Value of a Legal Education

Statement on the Value of a Legal Education This statement was developed by the Deans Steering Committee of the Association of American Law Schools and concerns the critical role legal education plays in civil society and its progress. It is offered as a resource and, where appropriate, as a point of discussion to those interested in legal education.

Investing in a Legal Education

Financing a Legal Education

It pays for students who borrow to finance their legal education to familiarize themselves with all the tools available to manage debt, including a wide variety of repayment plans and loan forgiveness programs. The standard repayment period is 10 years but that may be extended. Some payments are tied to borrowers’ income and may be reduced for hardship cases, but not all types of loans are eligible for forgiveness and extensions.

History and Experiences of Women in Legal Education

Looking back at the challenges that women faced in joining the legal academy and profession in the mid-20th century Professor Marina Angel, Temple Temple University Beasley School of Law interviews U.S. Supreme Court Justice Ruth Bader Ginsburg for the AALS Section on Women in Legal Education’s Oral History Project.

Review of After the JD III , A Law Professor’s Take

After the JD III Reviewed D. Benjamin Barros, Associate Dean for Academic Affairs and Professor of Law at Widener University Law School-Harrisburg, provides his thoughts on the findings in After the JD III: Third Results from a National Study of Legal Careers by The American Bar Foundation and the NALP Foundation for Law Career Research and Education.

From Theory to Practice

Theory Makes Successful Lawyering Possible In this New York  Law Journal column, Jeremy Paul, Dean of Northeastern University School of Law, highlights how the legal theory learned in law school, is crucial to success in practicing law.

Originally published in the New York Law Journal on April 21, 2014.

On Legal Scholarship

Why law professors’ scholarly research matters Critics from the bench to the bar have complained that much legal scholarship serves little or no practical purpose and wastes law school resources. But Robin West and Danielle Citron show how it is often the work of scholars that breaks important ground on how laws are interpreted and enforced, from invoking the Civil Rights Act to stop sexual harassment in the workplace to embedding cost-benefit analysis into regulation and rule-making.

Who Benefits from a Cap on Federal Student Loans?

Bootleggers and Baptists in the Student Loan Debate University of Maryland Law Professor Frank Pasquale describes the push to cap federal student loans as a move to benefit private lenders rather than reduce tuition costs for students. He likens advocates of the proposal to the bootlegger/baptist coalition of the Prohibition Era.

Originally published in the blog Balkinization (October 2015)

In Defense of Tenure

The risks of eviscerating tenure at ABA-accredited law schools Former law school deans Robert A. Gorman and Elliott S. Milstein robustly defend tenure in a letter to the ABA Section on Legal Education and the Bar, which had proposed weakening or eliminating the tenure requirement for law school accreditation. The tenure system ensures that law professors can challenge powerful interests and propose changes in the justice system without fear of reprisals, they argue. Diluting tenure protection would likely “be an excuse for underpaying faculty (or) for running a school principally with part-time faculty.” Later in 2014, the Section decided not to change the tenure requirements in its standards.

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How to Answer the "Why Law School?" Essay Question

Are you struggling with the "Why Law School?" essay question? This article provides expert tips and strategies to help you craft a compelling answer that showcases your passion for the law and your unique qualifications.

Posted May 12, 2023

Featuring Cian S.

Law School: Crafting a Compelling Personal Statement

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If you are considering applying to law school, you will need to write a "Why Law School?" essay. This essay is an opportunity for you to explain why you want to pursue a legal education and why you are a strong candidate for admission to a particular law school. The essay is an important part of the application process and can ultimately make or break your chances of being accepted. In this article, we will provide you with a comprehensive guide on how to answer the "Why Law School?" essay question.

The Importance of Addressing the "Why Law School?" Essay Question

The "Why Law School?" essay question is an opportunity for you to showcase your motivation, passion, and qualifications for pursuing a legal education. The essay allows admissions officers to understand your goals and aspirations, as well as your fit with a particular law school. It is important to address the essay question explicitly and thoughtfully as it can significantly impact your application's success.

One way to approach the "Why Law School?" essay question is to research the law school and its programs thoroughly. This will allow you to tailor your essay to the specific school and demonstrate your knowledge and interest in the institution. Additionally, you can use the essay to highlight any unique experiences or skills that make you a strong candidate for law school. Remember, the essay is not just about explaining why you want to go to law school, but also about showcasing why you are a good fit for the school and the legal profession.

Understanding the Purpose of the "Why Law School?" Essay Question

The "Why Law School?" essay question is designed to help admissions officers understand your motivations, goals, and fit with a particular law school. The question is intended to be open-ended, allowing you to provide a unique and personal response. Your essay should demonstrate your understanding of the legal field and showcase your qualifications and interests.

It is important to note that the "Why Law School?" essay question is not just about explaining why you want to attend law school, but also why you want to attend that specific law school. Admissions officers want to see that you have done your research and have a genuine interest in their institution. This can include discussing specific programs, clinics, or professors that align with your career goals. Additionally, your essay should highlight how you can contribute to the law school community and what unique perspectives or experiences you can bring to the table.

Researching Law Schools Before Writing the Essay

Before writing the "Why Law School?" essay, you should research the law schools you are interested in attending. This research will help you understand the school's academic programs, faculty, resources, and culture. It is important to identify how the school aligns with your personal and professional goals, and emphasize this connection in your essay.

One important aspect to consider when researching law schools is their location. Some law schools are located in urban areas, while others are in more rural settings. This can impact your overall experience as a student, as well as your opportunities for internships and networking. Additionally, you should research the school's alumni network and job placement rates to get a sense of the career opportunities available to graduates.

Another factor to consider is the school's approach to teaching and learning. Some law schools emphasize a more theoretical approach, while others focus on practical skills and experiential learning. Understanding the school's teaching philosophy can help you determine if it is a good fit for your learning style and career goals.

Highlighting Your Personal Motivations for Attending Law School

Your "Why Law School?" essay should highlight your personal motivations for attending law school. This can include your interests in law, social justice, advocacy, or any other relevant experiences. Your essay should showcase your passion and enthusiasm for the legal field.

Additionally, it is important to explain how attending law school aligns with your long-term career goals. This can include specific legal fields you are interested in pursuing, such as environmental law or intellectual property law. You can also discuss how a law degree will help you achieve your career aspirations, whether it be working in a law firm, government agency, or non-profit organization. By demonstrating a clear understanding of your career goals and how law school fits into them, you can further emphasize your commitment to pursuing a legal education.

Demonstrating Your Knowledge of the Legal Field

Your "Why Law School?" essay should demonstrate your knowledge of the legal field. This knowledge can come from previous experiences, such as internships or work experience, or through academic coursework. A deep understanding of the legal field will show admissions officers that you are prepared for the rigors of law school and committed to pursuing a legal education.

Additionally, you can also demonstrate your knowledge of the legal field by discussing current events and issues within the industry. This shows that you are not only knowledgeable about the past and present of the legal field, but also aware of its future direction and potential challenges. Including examples of how you have stayed up-to-date with legal news and developments can further strengthen your essay and showcase your passion for the field.

Showcasing Your Career Goals and Aspirations

Your "Why Law School?" essay should showcase your career goals and aspirations. This can include identifying the type of law you want to practice or explaining how a legal education will contribute to your long-term career aspirations. It is important to be specific in your goals and demonstrate how attending law school aligns with your overall career plan.

Additionally, you may want to consider discussing any relevant experiences or skills that have prepared you for a career in law. This could include internships, volunteer work, or previous jobs that have given you exposure to the legal field. By highlighting these experiences, you can demonstrate your commitment to pursuing a career in law and show admissions committees that you have a strong foundation to build upon in law school.

Incorporating Your Background and Life Experiences into the Essay

Your "Why Law School?" essay should incorporate your background and life experiences into your response. This can include explaining how your personal or professional experiences have led you to pursue a legal education. It is important to showcase how your unique perspective and experiences will enrich the law school community.

For example, if you have worked in a non-profit organization, you can discuss how this experience has given you a deeper understanding of the legal system and how it affects marginalized communities. Alternatively, if you have a background in science or engineering, you can explain how this has given you a unique perspective on the intersection of technology and the law.

Avoiding Common Mistakes in Writing the "Why Law School?" Essay

When writing the "Why Law School?" essay, it is important to avoid common mistakes. These can include being too generic in your response, not demonstrating your fit with a particular school, or not being specific enough in your career goals or motivations. It is important to carefully read and follow the essay prompt and align your response with the law school's mission and values.

Another common mistake to avoid when writing the "Why Law School?" essay is focusing too much on your academic achievements and not enough on your personal experiences and qualities. Admissions committees want to see that you have a genuine passion for the law and a clear understanding of how pursuing a legal education will help you achieve your goals. Therefore, it is important to showcase your unique perspective and experiences, and how they have shaped your desire to attend law school.

Emphasizing Your Fit with the Law School's Culture and Curriculum

Your "Why Law School?" essay should emphasize your fit with the law school's culture and curriculum. This can include highlighting the school's unique academic programs, extracurricular activities, or faculty. Your essay should showcase why the law school is the best fit for you and how you will contribute to the school's community.

Additionally, it is important to research the law school's mission statement and values to ensure that your essay aligns with their goals. You can also mention any relevant experiences or skills that make you a strong candidate for the school. Remember to be specific and provide examples to support your claims. By demonstrating your fit with the law school's culture and curriculum, you increase your chances of being accepted and thriving in the program.

Using Specific Examples to Support Your Arguments

Your "Why Law School?" essay should use specific examples to support your arguments. This can include citing specific academic programs or faculty at the law school or discussing particular experiences or achievements that demonstrate your fit with the school. It is important to provide evidence to support your claims and demonstrate your unique qualifications.

Crafting a Convincing and Cohesive Narrative in Your Essay

Your "Why Law School?" essay should tell a convincing and cohesive narrative. This means that you should create a clear and logical structure for your essay, with a clear introduction, body, and conclusion. Your essay should have a strong, central theme that ties together your arguments and demonstrates your overall fit with a particular law school.

Polishing and Editing Your "Why Law School?" Essay to Perfection

Before submitting your "Why Law School?" essay, it is important to polish and edit your writing to perfection. This means carefully proofreading your essay for errors in grammar, spelling, and punctuation. It also means ensuring that your essay follows the correct word count and formatting guidelines. A polished and well-written essay will make a strong impression on admissions officers.

Tips from Admissions Officers on Writing an Effective "Why Law School?" Essay

Admissions officers recommend that you take the time to carefully read and follow the essay prompt, research the law school thoroughly, and write a unique and personal response. It is important to showcase your passion for the legal field and align your response with the law school's values and mission. A strong and effective essay will make a memorable and positive impression on admissions officers.

Conclusion: Key Takeaways for Writing a Compelling "Why Law School?" Essay

The "Why Law School?" essay question is an important part of the law school application process. To write a compelling essay, it is important to research the law school, demonstrate your knowledge and passion for the legal field, identify your personal motivations and career goals, and showcase your fit with a particular law school. By following these key steps and tips, you can write a successful "Why Law School?" essay that will help you stand out from other applicants and secure your place in your dream law school.

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How education can strengthen the rule of law

Public trust in institutions is in decline, and institutions need to grow out of their traditional roles and forge a new engagement model that puts people at the centre, according to the Edelman Trust Barometer .

The new joint publication by UNESCO and UNODC Strengthening the Rule of Law through Education: A Guide for Policymakers explores the role that education institutions can play in promoting the rule of law and building new forms of engagement based on global citizenship , human rights and inclusion -- all of which are vital to take forward the Sustainable Development Goal 4 on education, at the heart of the 2030 Agenda for Sustainable Development.

Why is it important to promote the rule of law through global citizenship education?

Education institutions have an important role to play in forging this new engagement model with young people and in cultivating a sense of shared responsibility for our common future.  This is why a key pillar of global citizenship education is learning about the rule of law .

The rule of law is essential to develop trustworthy institutions and relationship of mutual trust in institutions, by ensuring they are held accountable, transparent and accessible to all. Promoting the rule of law requires systems, such as governance and justice that safeguard human rights and also citizens that are empowered to participate and engage constructively in society.

Education systems that uphold and promote respect for the rule of law, in adherence with international human rights and fundamental freedoms, nurture mutual trust between learners and public institutions. Moreover, education that adheres to the principles of the rule of law can help develop learners’ ability to critically understand essential elements of accountability, equality and fairness. For instance, schools can model a culture of transparency by having a policy of sharing school data with the public (open school data).

Promoting the rule of law through education also helps learners acquire the knowledge, skills, values and attitudes they need to contribute constructively to society. It allows them to positively shape public institutions and their policies, thereby encouraging non-violent and peaceful avenues of civic engagement.

How can the UNESCO/UNODC guide help policymakers and educators?

Strengthening the Rule of Law through Education: A Guide for Policymakers is intended for education policymakers and other professionals working in the formal education sector, within and outside Ministries of Education, and who are seeking to promote the rule of law and a culture of lawfulness.

The guide may also be of interest to professionals working in non-formal education settings or other sectors – namely the justice, social and health sectors - in the area of crime and violence prevention, who are seeking to work more closely with the education sector.

In particular, the guide offers:

• An explanation of key concepts, such as the rule of law and a culture of lawfulness, as well as outlining the role of education in upholding and promoting the rule of law;
• Guidance on how the education sector is able to strengthen and promote the rule of law, for instance, by speaking to the real learning needs of children and youth, and by ensuring that places of learning “practice what they preach”;
• A map of the necessary support systems needed to strengthen the rule of law at the school and classroom levels and outside formal education settings, including curricular support, classroom pedagogies, teacher training and development and school-family-community partnerships.

To address the needs of this diverse mix of education stakeholders and professionals, the guide blends both theory and practice, and draws on examples from around the world.

A unique partnership that adds value 

By combining their resources and expertise, UNESCO and UNODC are seeking to build the capacities of educators, teachers and policymakers to plan and undertake educational activities that empower learners to take constructive and ethically responsible decisions and actions in their daily lives that support justice, human rights and strong institutions to defend them.

The policy guide will be released as part of the WISE@Paris Forum on “Education Futures: Fostering Learning Societies.  The WISE@Paris Forum brings together teachers, policymakers, and influential experts from all sectors to build the future of education through empowerment and partnership.

In the framework of the WISE@Paris events, UNESCO, UNODC and WISE have joined forces in organising a panel session at UNESCO on Global Citizenship Education for Peaceful and Inclusive Societies, held on 20 February 2019 (4pm-5.30pm) at UNESCO headquarters.  

The session brings together a range of perspectives, to explore how education can foster ethically responsible citizens that actively contribute to building peaceful and inclusive societies.

Speakers include H.E. Mrs Erlinda Hándal Vega, Deputy Minister of Science and Technology, Ministry of Education, Science and Technology from the Republic of El Salvador, Professor Fethi Mansouri, Founding Director of the Alfred Deakin Institute for Citizenship and Globalisation at Deakin University, Australia and UNESCO Chair on Cultural Diversity and Social Justice as well as Ms. Onyinye Ough, Executive Director, Step Up for Social Development & Empowerment in Nigeria.

The event is organised in the context of the UNESCO/UNODC partnership, which aims to contribute to advancing the implementation of the 2030 Agenda for Sustainable Development, in particular Sustainable Development Goals 4 and 16, which call for quality education and the building of peace, justice and strong institutions.

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College Application Essay Tips for Aspiring Lawyers

This article was written based on the information and opinions presented by Alexander Oddo in a CollegeVine livestream. You can watch the full livestream for more info.

What’s Covered:

Describe your reasons why, career goals, the personal statement.

Your aspirations are an important component of what makes you who you are, and if you aspire to become a lawyer, you should share this information with any college or university that you apply to. In the college application process, essays are the best opportunity for you to discuss your passion for the law and your interest in becoming a lawyer. You may incorporate your legal aspirations into your personal statement or they may form the backbone of your supplemental essays where you respond to questions about why you are interested in a particular school, program, or major.

Generally speaking, a smart way to approach your essays is to introduce your interests and connect them to specific personal stories and goals. As a person who aspires to be a lawyer, you want to introduce your interests that relate to the law and describe what attracts you to the legal field. What is it about studying the law and becoming a lawyer that you find most compelling? Why does this path feel meaningful and necessary to you? Draw on specific experiences in your life and lessons you have learned to formulate your rationale for pursuing this career path. 

When you explain why you aspire to be a lawyer, be as specific as possible. “ Lawyers help people. The legal profession is lucrative.” These reasons are too simplistic and generic to provide any useful insight for an admissions officer to understand who you are. If you want to become a lawyer, you should explain your motivation to pursue this career path in terms of: 

• Why you want to help others and who you want to help, such as immigrants or victims of domestic violence
• What areas of the law interest you, such as tax law, family law, or corporate law
• What it is about studying and practicing law that appeals to you intellectually, such as that you have an analytical mind and enjoy solving complex problems
• What disciplinary perspectives you find interesting in relation to the law, such as history, philosophy, political science, public policy, or criminology 
• What experiences you have had and people you have met that have inspired you to pursue a legal career. Any experiences you cite should extend beyond your favorite episode of “Law and Order” or “How to Get Away with Murder.” Maybe a movie or TV show about the law initially sparked your interest, but then you developed this interest into an enduring passion by volunteering at your local courthouse, joining your high school’s mock trial team, or becoming certified as a paralegal. 

After you have thoroughly explained why you are interested in becoming a lawyer, you should look to the future and discuss your career goals. Identify a specific area of the law that you want to practice, and ground this in the various reasons why you want to become a lawyer. It is completely fine if you are not entirely sure what area of law you want to practice. Regardless, the winning strategy is to pick a specific area of law that you want to pursue and cite this consistently throughout your college applications. It will allow you to construct an application that is specific, developed, and memorable rather than overly general, unfocused, and potentially forgettable.

Ultimately, colleges and admissions officers will not hold you accountable for matching the goals and plans you outline in your essays. You are free to start college and decide that you don’t want to pursue a legal career at all. You should know before you apply to and attend law school whether you want to practice law, but undergraduate institutions recognize that you are young and still trying to explore your interests and define your goals. If you do pivot, admissions officers will rest assured because they know you have been through the process of creating a goal and that you can go through this process in any field you choose. 

If you are applying to a school that does not have any supplemental essays as part of its application, then you should discuss your legal aspirations in your Common Application personal statement. Your personal statement is the place in your application where you share your personal story, and you should tell this story in such a way that you weave your past, present, and future together. When you discuss your future, include some information about your interest in becoming a lawyer, drawing connections between this goal and your past experiences and present endeavors that inform and relate to your aspirations.

For more information, review this comprehensive guide on How to Write the Common Application Essays for the 2022-2023 application cycle.

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How to write the “why berkeley law” essay with examples.

Reviewed by:

David Merson

Former Head of Pre-Law Office, Northeastern University, & Admissions Officer, Brown University

Reviewed: 12/20/23

Getting ready to write your "Why Berkeley Law?" essay? In this blog, we'll offer tips and examples to help you write a standout essay.

When applying to Berkeley Law , one of the most crucial components of your application is the optional essay. This essay provides you with an opportunity to express your genuine interest in the school and explain why you are a perfect fit. 

In this comprehensive guide, we will delve into strategies for crafting an effective "Why Berkeley Law?" essay, explore examples of successful essays, and address frequently asked questions.

Writing the "Why Berkeley Law?" Essay

If you’re applying to Berkeley’s Public Interest Scholars Program , you'll find an optional essay prompt that gives you up to 350 words to answer the following question:

“Tell us more about your interest in Berkeley Law. What makes our school a good fit for you in terms of academic interests, programmatic offerings, and learning environment?” 

Let's explore how you can effectively respond to it. 

Discover What Sets Berkeley Law Apart

Berkeley Law has a rich history and a lot to offer prospective students. When tackling this extra essay, be sure to explore the school's traditions, the variety of programs it offers, and the unique qualities that align with your academic goals. 

Reflect on Academic Goals

Now, take a moment to think about your academic goals, including what you want to achieve in the short term and the long term. Think about the specific academic interests that have drawn you to Berkeley Law. Explore how the school's academic offerings can help you reach these goals.

Are there specific courses, areas of study, or research chances that align with your interests? Make sure to express these connections clearly in your essay to demonstrate how well your academic aspirations match with Berkeley Law.

Forge a Regional Connection

The Bay Area is a thriving legal hub, but breaking into it can be challenging without prior connections. If your goal is to practice law in California , don't hesitate to mention it in your essay. Take it a step further by aligning yourself with a specific Bay Area population or legal specialization, such as tech law.

Embrace Diversity and Activism

Berkeley prides itself on its diversity and rich tradition of activism, like the historic Free Speech Movement. Incorporate this culture into your essay to show your appreciation for a vibrant and inclusive campus if you want to stand out. 

Though this isn’t necessarily a diversity essay , it is a good idea to highlight any personal experiences or values that demonstrate your commitment to diversity and social justice. Whether it's through your own background, extracurricular activities, or future aspirations, make it clear that you'll actively contribute to and benefit from Berkeley's diverse community.

Highlight Leadership and Initiative

Berkeley values students who take the lead and make a positive impact. Share examples of your leadership roles, whether in school, work, or community organizations. Highlight instances where you took the initiative to solve problems or create positive change. Demonstrating your potential to contribute actively to the Berkeley community will strengthen your essay.

Connect Your Past Experiences to Future Goals

Your essay should tell a story of your academic and personal journey, culminating in your desire to attend Berkeley. Explain how your past experiences have shaped your ambitions and why Berkeley is the ideal place to continue your growth. Discuss specific resources or opportunities that will help you achieve your long-term goals.

Be Authentic and Reflective

Lastly, be yourself in your essay. Berkeley is looking for authentic individuals who can contribute to their diverse and intellectually vibrant community. 

Share your true passions, values, and aspirations. Reflect on your experiences and insights, and don't be afraid to acknowledge the challenges or setbacks you've faced. A genuine, thoughtful essay will make a lasting impression.

Structuring Your "Why Berkeley Law?" Essay

To effectively write the essay prompt, make sure to follow a structured approach:

Introduction (Approx. 50-75 words)

• Start by introducing yourself and your intention to join Berkeley Law.
• Mention your passion for public interest law and why you are excited to apply.

Academic Interests (Approx. 75-100 words)

• Talk about your academic interests and how they align with Berkeley Law's offerings.
• Highlight specific courses or professors that pique your interest.

Programmatic Offerings (Approx. 75-100 words)

• Explain why the Public Interest Scholars Program stands out to you.
• Discuss how the program's features, like mentorship or clinics, will benefit your career goals.

Learning Environment (Approx. 75-100 words)

• Describe what you admire about Berkeley Law's learning environment.
• Mention the diverse community and the emphasis on activism, and explain why these aspects resonate with you.

Conclusion (Approx. 25-50 words)

• Summarize your main points and reiterate your enthusiasm for Berkeley Law.
• Express your eagerness to contribute to the Berkeley Law community and make a difference in public interest law.

This approach will help you effectively convey your genuine interest in Berkeley Law's Public Interest Scholars Program within the 350-word limit.

Mistakes to Avoid in Your “Why Berkeley Law” Essay

As you work on your essay, it's crucial to steer clear of common mistakes that could hinder your application's impact.

• Generic Responses : Avoid generic statements that could apply to any law school. Your essay should be tailored to Berkeley Law specifically.
• Lack of Specifics : Provide concrete examples and specifics about Berkeley Law and how they relate to your goals.
• Negativity : Refrain from negative comments about other law schools or institutions.
• Ignoring the Word Limit : Stick to the specified word limit. Admissions committees appreciate applicants who can communicate concisely.

Examples of Successful “Why Berkeley Law” Essay

In this next part, let's dive into “Why Berkeley?” law essay examples that really hit the mark, demonstrating the applicants' genuine alignment with the school's ethos, academic programs, and dedication to public interest law.

Example Essay #1

“As an aspiring public interest attorney, Berkeley Law's commitment to social justice and its extensive programmatic offerings make it the ideal institution for me. From my research, it's clear that Berkeley Law's values align perfectly with my passion for advocating for marginalized communities. The Public Interest Scholars Program, in particular, stands out as an opportunity to further my commitment to public service.

Berkeley Law's wide array of clinics and centers, such as the Policy Advocacy Clinic and the International Human Rights Law Clinic, strongly resonates with my academic interests. These hands-on experiences will allow me to apply legal theory to real-world situations, honing my skills while making a meaningful impact on the lives of those in need. Additionally, the Pro Bono Program's emphasis on community service deeply aligns with my commitment to giving back.

The vibrant and inclusive learning environment at Berkeley Law is another compelling reason for my interest. The diverse student body and faculty create a dynamic atmosphere where I can learn from different perspectives and foster a global understanding of legal issues. The Berkeley Law community's dedication to activism and the Free Speech Movement is particularly appealing, as it mirrors my own desire to be a catalyst for change and contribute to a more just society.

‍ In my pursuit of a legal career focused on public interest, Berkeley Law's dedication to fostering social justice and providing extensive resources for students aligns perfectly with my aspirations. I am eager to engage with the Berkeley Law community, contribute to its legacy of activism, and take full advantage of the opportunities it offers to develop into an effective public interest attorney.”

Why This Essay Was Successful

This essay succeeded because it showed that the applicant's goals match what Berkeley Law offers. They clearly expressed their passion for public interest law and mentioned specific programs and opportunities at the school that interested them. 

They also talked about how Berkeley Law's diverse community and commitment to activism aligned with their values. Overall, the essay made a strong case for why the applicant would be a good fit for Berkeley Law.

Example Essay #2

“Berkeley Law is the epitome of my academic and professional aspirations as a future public interest attorney. Its exceptional academic offerings, programmatic diversity, and commitment to social justice have convinced me that this is where I belong.

My academic interests lie in environmental justice and sustainable development. Berkeley Law's esteemed Environmental Law Program, renowned for its interdisciplinary approach and impactful research, perfectly aligns with my goals. I am eager to engage with faculty members such as Professor [Faculty Name], whose work on environmental justice has been a constant source of inspiration for me.

Furthermore, the Public Interest Scholars Program is the embodiment of my career aspirations. It offers unparalleled resources and mentorship opportunities that will not only help me refine my legal skills but also empower me to make a meaningful difference in disadvantaged communities. The program's emphasis on experiential learning through clinics and community engagement resonates deeply with my commitment to public service.

The Berkeley Law community's dedication to diversity and activism is also a significant draw for me. Having been an advocate for social justice throughout my undergraduate years, I am excited about the prospect of contributing to Berkeley's legacy of activism and making a positive impact on pressing societal issues.

In conclusion, Berkeley Law's academic excellence, programmatic offerings, and unwavering commitment to social justice make it the perfect fit for my academic and career goals. I am enthusiastic about the prospect of joining the Berkeley Law community, where I can harness my passion for public interest law to effect change and promote justice for marginalized communities.”

This essay succeeds because it shows a strong match between the applicant's goals and Berkeley Law. They clearly express their interest in environmental justice and sustainable development and explain how Berkeley Law's programs align with these goals. 

The essay also mentions a specific faculty member who inspires them, demonstrating their genuine interest in the school. Additionally, the writer emphasizes their commitment to hands-on learning and public service, which fits well with Berkeley Law's offerings. 

Finally, they express their excitement about contributing to the school's diversity and activism, making a strong case for why they are a good fit for Berkeley Law.

Navigating the application process for Berkeley Law can be complex, but our FAQ section is here to provide you with clear and concise answers to your most pressing questions.

1. What Makes Berkeley Law School Unique?

Berkeley Law stands out for its commitment to academic excellence, social justice, and innovation. It offers a diverse range of courses, renowned faculty, and numerous clinics and centers focused on various legal fields.

2. What Is the Mission Statement of Berkeley Law?

Berkeley Law's mission is to educate leaders who will contribute to the development of law and society. They aim to promote diversity, inclusion, and equity while fostering a supportive and collaborative community.

3. What Is the Optional Essay for Berkeley Law?

Berkeley Law provides an optional essay prompt that allows applicants to address any aspects of their application they wish to clarify or expand upon. While it's not required, it can be a valuable opportunity to provide context if needed.

Writing the "Why Berkeley Law?" essay requires thoughtful reflection and a deep understanding of what makes Berkeley Law unique. By following the strategies outlined in this guide and studying successful examples, you can craft an essay that not only impresses the admissions committee but also conveys your genuine enthusiasm for joining the Berkeley Law community. 

Remember to be specific, passionate, and authentic in your writing, and best of luck with your application!

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Advice for Law School Applicants on Choosing a Law Career Path

Shed your assumptions about what lawyers do to explore day-to-day work within different legal fields and law careers.

How to Choose a Law Career Path

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You don’t need to have your future career path mapped out to apply to law school , but it is helpful to have a direction in mind. Clear career goals can help you stay focused and motivated throughout the law school application process, from LSAT practice to weighing competing opportunities.

It's easier to assess whether law school is worth the investment of time, money and energy when you have a vision of what you hope to do with your degree. Applicants with clearer career goals may also have an easier time writing their personal statement and determining where to apply .

Being able to express what you hope to do with your law degree will help you make a more convincing case that you are committed to law school, whether you’re interested in public or private sector law .

Finally, clear career goals can make it easier to express why you are a good fit for where you are applying, through an essay or interview.

However, the wide range of legal fields can be daunting. Even if you take classes related to law in college, you may learn little about what lawyers do in practice.

Here are five ways to explore your law career goals:

• Question your preconceptions about legal practice.
• Think beyond your initial interests.
• Seek internships and volunteer opportunities.
• Conduct informational interviews.
• Pursue further research.

Question Your Preconceptions About Legal Practice

Many applicants’ notions of legal practice come from the dramatized courtroom battles that are a staple of popular culture. But litigation looks a lot different in real life, and most lawyers spend little – if any – time in court.

There aren’t many television shows about mergers and acquisitions, tax law or estate law, but there are good reasons why these specialties attract many lawyers.

So, don’t be afraid to expand your idea of what lawyers do beyond what you’ve seen in the books, films or television series that inspired you to pursue law school.

Think Beyond Your Initial Interests

Many applicants gravitate toward topics they feel passionate about, like constitutional law, entertainment law or environmental law . But when they start internships and entry-level positions, they may find that the realities of legal work differ from their expectations. Entertainment lawyers spend a lot more time negotiating contracts with other lawyers than hobnobbing with celebrities.

Law is a diverse field, and many lawyers ultimately find fulfillment through some mix of intellectual challenge, rewarding work and meaningful relationships with colleagues and clients. But how do you find the area of law that is right for you ?

First, think about what kind of work and environment you would enjoy on a day-to-day basis. What is an average day at your dream job like? What activities take up your time? What are the challenges and rewards? How much time is spent with colleagues and clients? How much of the work is collaborative or adversarial, self-directed or cooperative? How much risk are you comfortable with?

Seek Internships and Volunteer Opportunities

There’s no substitute for first-hand experience. Before applying to law school, look for opportunities to help out at legal offices or organizations. Not only will you gain potential recommenders and excellent material for a personal statement , but you will get ideas for what kinds of legal work you are most interested in and what kinds of environments allow you to thrive.

Admissions officers appreciate work experience . But even if you can’t find a full-time position, see if you can spend just a week or two lending a hand and getting an inside look into how law offices work.

Conduct Informational Interviews

Reach out to people with careers that interest you. Send a polite request over email or social media and ask for an informational interview. Be clear, direct and respectful. Make clear that you are not asking for any favors besides a quick coffee or a brief phone call.

Do your homework and prepare several open-ended questions like: What has been the biggest surprise about your job? How do you know if you’re doing a good job? How do you think your job will change over the next decade? What qualities would set someone in your position up for success?

Not everyone will be open or candid, but you may end up with inside advice about not only whether a field is right for you but also what skills and experiences to highlight on your resume .

Pursue Further Research

The internet has no shortage of personal opinions and views about everything, including legal work. Beyond U.S. News & World Report resources , you can easily access articles and posts from lawyers, law firms and legal news sites.

Don’t worry if your research turns up more questions than answers. In law school, you will have plenty of time and resources for further exploration, like clinics and career services. While it’s helpful to have some informed ideas about your future career, it’s best to arrive at law school with an open mind. 

Questions to Ask If You Want to Be a Lawyer

Tags: law school , careers , graduate schools , education , students

About Law Admissions Lowdown

Law Admissions Lowdown provides advice to prospective students about the law school application process, LSAT prep and potential career paths. Previously authored by contributors from Stratus Admissions Counseling, the blog is currently authored by Gabriel Kuris, founder of Top Law Coach , an admissions consultancy. Kuris is a graduate of Harvard Law School and has helped hundreds of applicants navigate the law school application process since 2003. Got a question? Email [email protected] .

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AZ Writing | Sample Essays, Example Research Papers and Tips

Free essay samples, research paper examples and academic writing tips for students

Education Law Essay

In an undeniably belligerent society wherein guardians and their kids document a wide range of cases against school frameworks, it is fundamental that instruction pioneers have at the very least an essential comprehension of school law. Graduate schools are the gatekeepers, cultivators, and transmitters of a collection of information and encounter that is basic to the prosperity and structure of American culture. They are the setting for a transformative involvement in which understudies connect with a testing scholarly convention that instructs them to scrutinize their presumptions and figure out how to be imaginative issue solvers. Graduate school enables understudies to wind up specialists of progress since it shows understudies about the legitimate arrangement of the United States, a framework that has the seeds of progress incorporated with its structure. Common society and its encouraging start with the governor of law. The administer of law is the establishment of our general public, our political framework, and our financial framework. It is additionally a rule that has a history also, implying that must be seen, constantly created, and passed on to the following age. Graduate schools have dependably been where understudies find out about the administer of law by finding out about the historical backdrop of the law and about the United States Constitution and the collection of law it has made. This collection of law keeps on creating the basic standards on which all other law in the United States is based. It additionally creates the structure of our lawful framework and the conditions under which this framework prospers. Each imperative issue that our general public, and all social orders, are looking right now in history has vital legitimate perspectives to it, regardless of whether it is worldwide clash, nourishment wellbeing and security, common distress, human rights, general wellbeing, the job of innovation and the web, ecological issues, corporate administration, government responsibility, or the relocation of populaces.

Despite the foundation of the issues or the assortment of conceivable arrangements, the law, and legal advisors, will have a pivotal task to carry out. Once in a while legal advisors need to utilize the law with a specific end goal to guarantee insurance of a something else weak individual or gathering; some of the time they try to change the law to enhance our general public and increment thriving. Consistently legal advisors utilize their critical thinking abilities to encourage people and associations settle clashes, plan their undertakings, and achieve their objectives. The essential job of law educators is to instruct the up and coming age of legal advisors to think basically about issues, to comprehend the structure and intensity of law in our general public, and to be insightful and connected with as for arrangements.

This is refined through conventional classroom and clinical educating; commitment with the network, the seat, and the bar; expert bono work; and research and grant, in which personnel investigate, question, and test the limits of the law. This wide based learning of the law, its job in our general public, and these basic reasoning furthermore, critical thinking abilities give the holders of this information both a comprehension of open furthermore, private lawful structures and the abilities to address singular issues in an expository and balanced way. Lawful instruction likewise prepares understudies in an assortment of critical thinking aptitudes that can be used in circumstances inside and outside of the act of law. No other expert preparing grants this mix of learning and aptitudes and engages its holders to utilize them in heap courses, from guarding the privileges of the minimized and discouraged, to running a multinational partnership; from working for law change and approach, to constantly endeavoring to comprehend the importance and use of the Constitution.

Youth courts, likewise called youngster courts or understudy courts, were set up in the 1970s as an option in contrast to conventional court for young people in a bad position with the police for minor offenses, for example, burglary, vandalism, liquor, and muddled lead, however it was not until the point that the 1990s that they started to multiply. Numerous adolescent courts work as a redirection from the equity framework. For instance, Reich (2013) found that the Staten Island Youth Court has filled in as a redirection program for 16-and 17-year-olds accused of shoplifting where more cases were arranged with an Adjournment in Contemplation of Dismissals (ACDs) after the making of the young court and there was less utilization of fixed Youthful Offender discoveries what’s more, fixed non-criminal feelings. (YO discoveries, despite the fact that they don’t yield a criminal record in themselves, increment presentation to a perpetual criminal conviction on any future case).

Schools are progressively receiving youth courts to use instead of confinement and suspension with the objectives of redirecting understudies who submit school disciplinary infractions, helping the young improve choices going ahead, and showing understudies about the equity procedure. Around 36 percent of youth courts are presently situated in schools (National Youth Court Center 2013). Youth courts are normally peer-driven: youngsters fill in as the judge, jury, bailiff, and backers, however a few models incorporate a grown-up as the judge. Adolescents sent to network based youth courts are regularly first-time offense guilty parties. In both network and school settings, it is normal for those blamed for trouble making to acknowledge obligation preceding being sent to the young court so that the hearing procedure does not include a finding of blame or guiltlessness by their companions. The job of the young court at that point progresses toward becoming deciding a suitable reaction or authorize. Respondents are here and there chosen to be jury individuals once their endorse is finished.

References Bell, L. A., & Adams, M. (2016). Theoretical foundations for social justice education. In Teaching for diversity and social justice (pp. 21-44). Routledge. Bowe, R., Ball, S. J., & Gold, A. (2017). Reforming education and changing schools: Case studies in policy sociology. Routledge. Kaufman, M. J., & Kaufman, S. R. (2017). Education law, policy, and practice: Cases and materials. Wolters Kluwer Law & Business.

This free essay sample about education law is plagiarized and cannot be used as your own paper. If you need a high-quality 100% original essay written by experts, visit the following website: https://smartwritingservice.com .

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Biden Administration Releases Revised Title IX Rules

The new regulations extended legal protections to L.G.B.T.Q. students and rolled back several policies set under the Trump administration.

By Zach Montague and Erica L. Green

Reporting from Washington

The Biden administration issued new rules on Friday cementing protections for L.G.B.T.Q. students under federal law and reversing a number of Trump-era policies that dictated how schools should respond to cases of alleged sexual misconduct in K-12 schools and college campuses.

The new rules, which take effect on Aug. 1, effectively broadened the scope of Title IX, the 1972 law prohibiting sex discrimination in educational programs that receive federal funding. They extend the law’s reach to prohibit discrimination and harassment based on sexual orientation and gender identity, and widen the range of sexual harassment complaints that schools will be responsible for investigating.

“These regulations make it crystal clear that everyone can access schools that are safe, welcoming and that respect their rights,” Miguel A. Cardona, the education secretary, said in a call with reporters.

The rules deliver on a key campaign promise for Mr. Biden, who declared he would put a “quick end” to the Trump-era Title IX rules and faced mounting pressure from Democrats and civil rights leaders to do so.

The release of the updated rules, after two delays, came as Mr. Biden is in the thick of his re-election bid and is trying to galvanize key electoral constituencies.

Through the new regulations, the administration moved to include students in its interpretation of Bostock v. Clayton County, the landmark 2020 Supreme Court case in which the court ruled that the Civil Rights Act of 1964 protects gay and transgender workers from workplace discrimination. The Trump administration held that transgender students were not protected under federal laws, including after the Bostock ruling .

In a statement, Betsy DeVos, who served as Mr. Trump’s education secretary, criticized what she called a “radical rewrite” of the law, asserting that it was an “endeavor born entirely of progressive politics, not sound policy.”

Ms. DeVos said the inclusion of transgender students in the law gutted decades of protections and opportunities for women. She added that the Biden administration also “seeks to U-turn to the bad old days where sexual misconduct was sent to campus kangaroo courts, not resolved in a way that actually sought justice.”

While the regulations released on Friday contained considerably stronger protections for L.G.B.T.Q. students, the administration steered clear of the lightning-rod issue of whether transgender students should be able to play on school sports teams corresponding to their gender identity.

The administration stressed that while, writ large, exclusion based on gender identity violated Title IX, the new regulations did not extend to single-sex living facilities or sports teams. The Education Department is pursuing a second rule dealing with sex-related eligibility for male and female sports teams. The rule-making process has drawn more than 150,000 comments.

Under the revisions announced on Friday, instances where transgender students are subjected to a “hostile environment” through bullying or harassment, or face unequal treatment and exclusion in programs or facilities based on their gender identity, could trigger an investigation by the department’s Office for Civil Rights.

Instances where students are repeatedly referred to by a name or pronoun other than one they have chosen could also be considered harassment on a case-by-case basis.

“This is a bold and important statement that transgender and nonbinary students belong, in their schools and in their communities,” said Olivia Hunt, the policy director for the National Center for Transgender Equality.

The regulations appeared certain to draw to legal challenges from conservative groups.

May Mailman, the director of the Independent Women’s Law Center, said in a statement that the group planned to sue the administration. She said it was clear that the statute barring discrimination on the basis of “sex” means “binary and biological.”

“The unlawful omnibus regulation reimagines Title IX to permit the invasion of women’s spaces and the reduction of women’s rights in the name of elevating protections for ‘gender identity,’ which is contrary to the text and purpose of Title IX,” she said.

The existing rules, which took effect under Mr. Trump in 2020, were the first time that sexual assault provisions were codified under Title IX. They bolstered due process rights of accused students, relieved schools of some legal liabilities and laid out rigid parameters for how schools should conduct impartial investigations.

They were a sharp departure from the Obama administration’s interpretation of the law, which came in the form of unenforceable guidance documents directing schools to ramp up investigations into sexual assault complaints under the threat of losing federal funding. Scores of students who had been accused of sexual assault went on to win court cases against their colleges for violating their due process rights under the guidelines.

The Biden administration’s rules struck a balance between the Obama and Trump administration’s goals. Taken together, the regulation largely provides more flexibility for how schools conduct investigations, which advocates and schools have long lobbied for.

Catherine E. Lhamon, the head of the department’s Office for Civil Rights who also held the job under President Barack Obama, called the new rules the “most comprehensive coverage under Title IX since the regulations were first promulgated in 1975.”

They replaced a narrower definition of sex-based harassment adopted under the Trump administration with one that would include a wider range of conduct. And they reversed a requirement that schools investigate only incidents alleged to have occurred on their campuses or in their programs.

Still, some key provisions in the Trump-era rules were preserved, including one allowing informal resolutions and another prohibiting penalties against students until after an investigation.

Among the most anticipated changes was the undoing of a provision that required in-person, or so-called live hearings, in which students accused of sexual misconduct, or their lawyers, could confront and question accusers in a courtroom-like setting.

The new rules allow in-person hearings, but do not mandate them. They also require a process through which a decision maker could assess a party or witness’s credibility, including posing questions from the opposing party.

“The new regulations put an end to unfair and traumatic grievance procedures that favor harassers,” Kel O’Hara, a senior attorney at Equal Rights Advocates. “No longer will student survivors be subjected to processes that prioritize the interests of their perpetrators over their own well being and safety.”

The new rules also allow room for schools to use a “preponderance of evidence” standard, a lower burden of proof than the DeVos-era rules encouraged, through which administrators need only to determine whether it was more likely than not that sexual misconduct had occurred.

The renewed push for that standard drew criticism from legal groups who said the rule stripped away hard-won protections against flawed findings.

“When you are dealing with accusations of really one of the most heinous crimes that a person can commit — sexual assault — it’s not enough to say, ‘50 percent and a feather,’ before you brand someone guilty of this repulsive crime,” said Will Creeley, the legal director of the Foundation for Individual Rights and Expression.

The changes concluded a three-year process in which the department received 240,000 public comments. The rules also strengthen protections for pregnant students, requiring accommodations such as a bigger desk or ensuring access to elevators and prohibiting exclusion from activities based on additional needs.

Title IX was designed to end discrimination based on sex in educational programs or activities at all institutions receiving federal financial assistance, beginning with sports programs and other spaces previously dominated by male students.

The effects of the original law have been pronounced. Far beyond the impact on school programs like sports teams, many educators credit Title IX with setting the stage for academic parity today. Female college students routinely outnumber male students on campus and have become more likely than men of the same age to graduate with a four-year degree.

But since its inception, Title IX has also become a powerful vehicle through which past administrations have sought to steer schools to respond to the dynamic and diverse nature of schools and universities.

While civil rights groups were disappointed that some ambiguity remains for the L.G.B.T.Q. students and their families, the new rules were widely praised for taking a stand at a time when education debates are reminiscent to the backlash after the Supreme Court ordered schools to integrate.

More than 20 states have passed laws that broadly prohibit anyone assigned male at birth from playing on girls’ and women’s sports teams or participating in scholastic athletic programs, while 10 states have laws barring transgender people from using bathrooms based on their gender identity.

“Some adults are showing up and saying, ‘I’m going to make school harder for children,” said Liz King, senior program director of the education equity program at the Leadership Conference on Civil and Human Rights. “It’s an incredibly important rule, at an incredibly important moment.”

Schools will have to cram over the summer to implement the rules, which will require a retraining staff and overhauling procedures they implemented only four years ago.

Ted Mitchell, the president of the American Council on Education, which represents more than 1,700 colleges and universities, said in a statement that while the group welcomed the changes in the new rule, the timeline “disregards the difficulties inherent in making these changes on our nation’s campuses in such a short period of time.”

“After years of constant churn in Title IX guidance and regulations,” Mr. Mitchell said, “we hope for the sake of students and institutions that there will be more stability and consistency in the requirements going forward.”

Zach Montague is based in Washington. He covers breaking news and developments around the district. More about Zach Montague

Erica L. Green is a White House correspondent, covering President Biden and his administration. More about Erica L. Green

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DeSantis tweaks Florida book challenge law, blames liberal activist who wanted Bible out of schools

FILE - Florida Gov. Ron DeSantis answers questions from the media, March 7, 2023, at the state Capitol in Tallahassee, Fla. DeSantis admits the book challenge law he enacted two years ago is causing problems for school districts. He signed a bill Tuesday, April 16, 2024, that adjusts the law that made it easy for anyone to have any book removed from school libraries and classrooms, either temporarily or permanently. (AP Photo/Phil Sears, File)

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TALLAHASSEE, Fla. (AP) — Two years ago, Democrats repeatedly and forcefully warned Republicans and Gov. Ron DeSantis that a new law making it easier to challenge school books was so broadly worded that it would create havoc across the state.

Now they can say, “I told you so.”

DeSantis backtracked on the 2022 law on Tuesday when he signed a bill narrowing its focus. He blamed liberal activists for abusing the law, not the citizens whose objections to certain books account for the majority of book removals from school libraries and classrooms.

“The idea that someone can use the parents rights and the curriculum transparency to start objecting to every single book to try to make a mockery of this is just wrong,” DeSantis said the day before the bill signing. “That’s performative. That’s political.”

Coincidentally, PEN America, a group that fights book bans, issued a report Tuesday saying Florida is responsible for 72% of the books that have been pulled from the nation’s schools in the first half of the current school year.

The organization said liberal activists are not the ones who should be blamed for abusing the law.

“The majority of books that we see being removed are books that talk about LBTQ+ identities, that include characters of color, that talk about race and racism, that include depictions of sexual experiences in the most broadest interpretation of that understanding,” said Kasey Meehan, Pen America’s Freedom to Read program director.

Those challenges are being made by conservative individuals and groups such as Moms For Liberty, Meehan said.

The original law allowed any person — parent or not, district resident or not — to challenge books as often as they wanted. Once challenged, a book has to be pulled from shelves until the school district resolves the complaint. The new law limits people who don’t have students in a school district to one challenge per month.

The PEN America report says Florida is responsible for 3,135 of the 4,349 school book bans in the United States so far this school year. Just this week in conservative Clay County, one person challenged 40 books, Meehan said.

Before dropping out of the Republican presidential primary , DeSantis campaigned heavily on his education platform, including the law giving people more power to challenge books.

“It’s just a big mess that DeSantis created and now he’s trying to disown it, but I don’t know if he’ll be able to distance himself from this because he campaigned on it so hard,” said House Democratic Leader Fentrice Driskell.

It’s not the only example of the tough-talking governor having to make adjustments to ideology he championed while seeking the White House.

He also has made concessions in the settlement of several lawsuits involving the state and Walt Disney World. The dispute between them erupted in 2022 after the company spoke out against a DeSantis-backed law that opponents dubbed “Don’t Say Gay.” The law bans classroom lessons on gender identity and sexual orientation.

The Associated Press asked DeSantis’ office for examples of liberal activists abusing the law and it provided one: Chaz Stevens, a South Florida resident who has often lampooned government. Stevens raised challenges in dozens of school districts over the Bible, dictionaries and thesauruses.

The change to the law “ensures that book challenges are limited for individuals, like Chaz, who do not have children with access to the school district’s materials,” DeSantis spokeswoman Julia Friedland said in an email. She didn’t reply to follow-up emails requesting more examples.

Stevens, who 11 years ago made national news when he installed a Festivus pole made out of beer cans across from a nativity scene displayed in the Capitol, was delighted DeSantis’ office singled him out.

“When they need to make stupid stupider, they send me up. I’m part comedian, I’m part activist, I’m part artist. I just want a better society,” Stevens said. “I’m an idiot, but a smart guy at the same time.”

While DeSantis’ predecessor, current Republican Sen. Rick Scott, allowed what was then called the “free speech zone” in the Capitol rotunda, the rules changed under DeSantis and new barriers were put in place to use Capitol space for political expression. The League of Women Voters and Stevens are among the applicants who have been denied access under the new rules.

“I didn’t realize that I have the power of millions!” Stevens said. “I’m just one guy. I’m an agitator. I know my role in this.”

Driskell pointed out that DeSantis was warned there would be problems when the book ban law passed in 2022.

“We told him so. The Florida House Democrats on the floor — in our debate, in our questioning — pointed out the vagueness in the original law and how it could be subject to abuse,” she said. “Chaz is not the problem. It’s the folks who are taking liberties with the law who are the problem.”

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Lawsuit alleges incarcerated young adults are deprived of special education services

A lawsuit filed in Middlesex Superior Court on Tuesday alleges that the state Department of Elementary and Secondary Education has failed to adequately provide or oversee required special education services to eligible students housed in county correctional facilities.

Incarcerated students with disabilities who have an individualized education program, or IEP, are offered "only minimal services" by DESE in county jails and are routinely under-identified as eligible for special ed services, according to the complaint .

The suit is brought by EdLaw Project Committee for Public Counsel Services — a division of the statewide Public Defenders Offices — and Mental Health Legal Advisors Committee on behalf of three incarcerated individuals ages 18, 20 and 21 who are housed in Norfolk, Plymouth and Essex County jails and identified only as "John Doe." Their IEPs indicate emotional disabilities and need for speech language therapy, among other things.

"DESE leaves it to local school districts to provide everything else set out in IEPs and does little or nothing to ensure that [houses of correction] staff and local schools actually discharge the assigned duty," the complaint states. It contends the department is running afoul of a state statute mandating it provide such instruction.

In an emailed statement late Tuesday, a spokeswoman for DESE said the agency "will review the lawsuit and is committed to seeing that all students with disabilities receive the services they deserve.”

The action as a whole seeks to represent a statewide class of young adults ages 18 to 22 who are serving time in county jails and have IEPs but are not receiving the panel of services to which they're entitled under state law. The projected class is expected to number in the hundreds.

A 2022 report by a Massachusetts' advocacy group Citizens for Juvenile Justice estimated that houses of correction under-identified close to 200 young adults who had IEPs between 2018 and 2020.

Though about half of those housed in the Department of Youth Services receive special education services, only 2% of the 18- to 22-year-olds in the county jails — or 12 students across the 15 houses of correction — received such services as of February, according to the lawsuit.

"We've been representing students in individual cases, and we have just seen that all of those efforts are not enough to make the kind of change that is necessary. That is why we have moved forward with a class action lawsuit," said Elizabeth Levitan, an attorney with the EdLaw Project Committee.

No clear system exists to identify incarcerated youths with IEPs, the complaint states, with the burden often falling on students themselves to inform correctional facility staff. Instruction that is offered to students typically consists of a "depleted" curriculum of math and reading tutoring capped at two hours a week, while a limited staff of "2.4 full-time equivalent teachers" is responsible for delivering special education across all 15 houses of correction in the state, per the lawsuit.

The denial of special education services to incarcerated young adults will reduce their chances of completing high school and limit their employment opportunities down the line, increasing exposure to poverty and mental health challenges, the suit claims.

Massachusetts law requires  special education services be available to all eligible students with disabilities up until they turn 22. In the decades following a 1981 Massachusetts' federal court injunction in a similar complaint, DESE provided direct special education services to incarcerated young adults by employees certified in the field. But in recent years, the department began turning to local school districts and contracted with a nonprofit educational service agency to provide services, according to plaintiffs' lawyers.

"They [DESE] were not providing [services] directly. And that's where sort of everything really fell apart for these students," attorney Levitan said. "They promulgated regulations that limited their responsibility and placed much of the responsibility on the school districts."

"Our position is that the language of the legislation is very clear and that it's DESE's responsibility to provide the special education services, but at a minimum they need to be making sure that they happen, and they're not doing either one of those things," Levitan added.

The complaint calls for DESE to create and implement a system to better identify incarcerated young adults with IEPs; to provide special education services consistent with their IEPs; and to provide all special education students in county jails at least 27.5 hours a week of general curriculum instruction.

In October, the state education department came under federal investigation for its oversight of special education programs, including whether it properly investigates complaints about the quality of instruction for students with disabilities in local school districts.

• Feds launch inquiry into whether Mass.' special education system fails to comply with law
• 2022: New 'sobering' review of BPS special education program highlights disparities
• For young offenders in Maine, justice varies with geography

Suevon Lee Assistant Managing Editor, Education Suevon Lee leads WBUR's education coverage.

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