I graduated eleventh in my law school class. I significantly outperformed my LSAT of 33, which was somewhat below the class median. I significantly outperformed my UGPA of 2.3, which was well below the class median. I excelled despite my learning disability. As a ENTJ, I had a relative advantage. I know that as a person who had learned over the years how to study effectively I had a significant advantage.
All law students deserve that advantage and we, legal educators, should take responsibility for helping them gain it.
Associate Professor of Law, The University of Dayton School of Law. J.D., Northwestern School of Law, Lewis and Clark College, 1987; M.S.N., University of Washington, 1978; B.S.N., University of Texas, 1972.
I would like to thank the Institute for Law School Teaching for the grant under which this document was developed. Points of view expressed are those of the author and do not necessarily reflect the position or policies of the Institute for Law School Teaching. I would also like to thank my colleagues: Professors Kimberly O'Leary, Susan Brenner and Marla Mitchell for their critical and helpful comments. Finally, I am grateful for the prompt and untiring research assistance of Lisa Feeling, Tshaka Randall and Scott Hauert. I cannot, of course, forget the continuing good humor and support of my sons -- Tshaka and Issa.. So, even before entering law school, I undertook a goal of figuring out what the legal education system wanted. I bought several books on how to study for law school and, unlike many students, I did not enter law school thinking that I would become some great legal scholar, jurist, rainmaker, or even a law professor. I entered focused on conquering the environment.