LSSSE Annual Results 2016: Types of Scholarship Awards (Part 1)

This is the first installment in a series of five posts based on data from the 2016 LSSSE survey administration and the 2016 Annual Report. The LSSSE 2016 Annual Report highlights inequities in scholarship policies and the associated consequences for student loan debt. In this post, we summarize the overall prevalence of merit-based and need-based scholarships reported by LSSSE respondents.

The cost of legal education is a topic of considerable interest. Discussions tend to revolve around ever-rising tuition sticker prices. The truth, however, is that relatively few students actually pay sticker price for their legal education. The downturn in law school applications and enrollments has prompted schools to rely more heavily on tuition discounts – mainly, scholarships – as a means of attracting students. Over 70% of the law students surveyed by LSSSE in 2016 reported having received scholarships for their studies – a proportion that would have been unimaginable a decade ago. By forcing schools to be more generous in awarding scholarships, the decreased demand for legal education has been a bright spot for many students.

Merit scholarship funding makes up the bulk of law school scholarship budgets.  American Bar Association data show a vast expansion of merit scholarship funding between 2005 and 2010, and while more current data are limited, all indications are that this trend has continued and likely intensified since that time. Need-based funding, on the other hand, has remained essentially flat. Funding for so-called “need-plus” scholarships increased markedly. These awards are, in theory, need/merit hybrids. Nevertheless, indirect trends suggest these scholarships have little equitable impact, operating as merit scholarships by another name.

Among those respondents who reported receiving a scholarship, 79% of the scholarships were merit-based. Only 21% of the scholarships were need-based. Although the LSSSE data does not capture the dollar amounts of these scholarships, it is clear that law school scholarship policies heavily emphasize merit without regard for differences among students based on background or economic need.

1-1 Scholarship Types

Among those respondents who reported receiving a scholarship, 79% of the scholarships were merit-based. Only 21% of the scholarships were need-based. Although the LSSSE data does not capture the dollar amounts of these scholarships, it is clear that law school scholarship policies heavily emphasize merit without regard for differences among students based on background or economic need.

1-2 Merit Scholarship Percent

In our next two posts, we will discuss some general differences in student demographics between recipients of merit- and need-based scholarships.










LSSSE 2016 Selected Results: Law School Activities

LSSSE 2016 Selected Results

This spring more than 35,000 law students at 72 law schools in the United States and Canada were asked to participate in the LSSSE survey. All JD or LLB students who attended the law school for at least one semester were invited to complete the web-based survey instrument. The average law school response rate in 2016 was 53%.

Figures 1 and 2 provide a comparison of LSSSE 2016 U.S. law schools to all ABA-approved law schools (“National”) with regard to the size of the student body and affiliation. The 2016 LSSSE cohort resembles that of the ABA-approved law schools in terms of size and affiliation.

2016 size and aff

Law School Activities

The LSSSE survey focuses on activities in which students participate—both inside and outside the classroom—that influence their learning and personal and professional development.

Table 1 identifies the most and least frequent activities in which students participated. The “most frequent” activities are those in which more than half of respondents participated “often” or “very often.” The “least frequent” activities are those in which more than 25% of students responded “never,” meaning that at least a quarter of students never participated in that activity during this academic year.

Most freq act 3



Law Student Stress

The topic of law student stress has garnered increased attention in legal education. Given the prominence of this issue, LSSSE created a 9-question Law Student Stress Module that was appended to the core survey and administered to a subset of students at 13 law schools. The module gathered 3,716 responses that provide interesting insights into this under-researched but central aspect of the law student experience.

The first question in the module asked respondents:

During the current school year, how would you characterize your level of law school related stress or anxiety?

Respondents were given a 7-point scale to characterize the intensity of their stress or anxiety. The first point on the scale (1) signified no stress; the last point (7) signified “very high” stress. For purposes of the analyses below, we constructed the following three response groupings:

  • High stress/anxiety: 6 or 7
  • Medium stress/anxiety: 3 or 4 or 5
  • Low (or no) stress/anxiety: 1 or 2

Half of respondents reported high stress or anxiety during the school year, 46% reported medium levels, and 4% reported low levels (Figure 1). This means that virtually every respondent reported appreciable law school related stress or anxiety. These proportions are not surprising given the nature of legal education, and it is important to note that stress and anxiety are not always associated with negative outcomes.

Figure 1.

Overall Stress Figure 1

While nearly half of all law students indicated high levels of law school related stress, 3L students reported statistically significant lower levels of law school related stress than either 1Ls or 2Ls (Figure 2).

Figure 2.

High stress by class Figure 2

The Law Student Stress Module identified six elements of the law school experience that are believed to be common stressors for students. Using the same 7-point scale, respondents were asked to indicate the extent to which each element indeed caused them stress or anxiety.

The elements are listed below, in order of the proportion of respondents who indicated high levels of stress or anxiety relating to each (Figure 3):

Figure 3.

High Stress by Individual Element Figure 3

About three-quarters of respondents reported that concerns about academic performance and academic workload were sources of high stress and anxiety. More than half of respondents indicated that concerns about job prospects and finances (including student debt) were sources of high stress and anxiety.  About a third of respondents indicated that competition with their peers and concerns relating to the classroom environment (including the teaching methods) were sources of high stress.

Stress related to academic performance was more prevalent for 1L and 2L students than 3L students. A similar pattern was shown for stress related to academic workload, competition amongst peers, and classroom environment/teaching methods where 1Ls reported the most stress, followed by 2L and 3L students. Conversely, 3L students reported being more stressed about financial concerns/student debt and job prospects than either 1L or 2L students (Figure 4).

Figure 4.

high stress by element and class level Figure 4

Stress in law school impacts student performance. About half (46.9%) indicated that stress or anxiety impacted their law school performance with only 19.5% indicating either “not at all” or “very little.” Only 8.2% of the respondents indicated that their law school “very much” emphasized ways to effectively manage stress or anxiety with the vast majority (69.7%) indicating either “very little” or “some.”

First-year students reported that stress or anxiety impacted their law school performance at higher rates than 3L students.   However, 1L students also reported their law school emphasized ways to effectively manage stress greater than 2L or 3L students.

First Generation Law Students: Use of Time

First-generation students face a myriad of challenges in higher education. At the undergraduate level, they tend to apply to college with lower admissions indicators (e.g., grade point averages, standardized test scores) than other students, and once enrolled, they tend to persist and graduate at lower rates. The challenges faced by first-generation students have roots in academic, social, and financial realms.

The bulk of the research on first-generation students focuses on the undergraduate experience.  However, very little research has been conducted on first-generation students who go on to attend law school. Therefore, the data presented in this section explores largely unexamined questions.

LSSSE 2014 data show that on a number of dimensions, the amount of time that first generation law students spent with peers and faculty outside of class was significantly less than non-first generation law students.

Co-curricular activities are critical components of the academic experience. These activities often supplement class discussions and aid in the development of new skills. They can also make students more attractive to potential employers. First-generation students reported lower rates of participation in some of the most prominent co-curricular activities, such as law journal, moot court, and faculty research assistantships. Eligibility for these activities is often determined by law school grades.  Differences in time spent studying for class and working for pay could also contribute.

First-generation students reported spending about 8% more time studying for class and 25% more time working for pay, compared to other students. The disparities in time spent studying are greatest in the latter years of study. First-generation 3Ls reported spending 8.5% more time studying than other 3Ls.

Disparities in the amount of time spent working are most pronounced in the first year, when first-generation students report spending 40% more time. The actual hours spent do not seem particularly high for either group, but aggregated over the course of the school year, the additional time adds up considerably.