Recent research has indicated that students in academic support programs are not achieving long term grade improvement in their law school studies. This Article suggests that this failure results partly from legal educators' ignorance of the lessons learned by academic counselors in similar support programs at the undergraduate level. Legal educators can learn a great deal about helping high risk students from educational counselors and theorists, particularly in the area of promoting independent learning skills. In turn, educational theorists can benefit from certain law school teaching methods to help promote independent learning. Thus, a multidisciplinary approach will yield the most effective academic support program for high risk students. This Article serves as a first step in bridging the gap between educational branches, and integrating theory and methods for the benefit of troubled students.
Paul T. Wangerin,
Law School Academic Support Programs,
40 Hastings L.J. 771
Available at: https://repository.uclawsf.edu/hastings_law_journal/vol40/iss4/3