ABA Proposes New ‘Minimum Learning Outcomes’ To Make Sure Law Schools Are Doing Right By Their Students – Above the Law

Law Schools Required to Meet New Learning Outcomes Standards

The American Bar Association (ABA) is taking steps to ensure that law school students receive a comprehensive legal education. The ABA’s Council of the Section of Legal Education and Admissions to the Bar has recently implemented changes to its student learning outcomes accreditation standard. These changes aim to establish uniformity in required classes and set minimum learning outcomes for all courses.

Key Changes to the Accreditation Standard

1. All first-year classes must include an early assessment to provide students with feedback on their performance before the final exam.
2. Academic support must be available to students who do not achieve a satisfactory level of achievement.
3. Except for extraordinary circumstances, 80% of first-year law students’ teachers must be full-time faculty members, ensuring that adjunct instructors do not dominate the teaching staff.

These changes aim to provide additional support for struggling students and enable them to identify the need for academic assistance before the final exam. The implementation of these changes is expected to enhance the quality of legal education.

Opposition from Law School Deans

Despite the potential benefits of the new academic standards, many law school deans oppose the changes. A total of 76 deans, representing more than a third of all law schools, argue that the new requirements could harm legal education.

The proposed changes will be subject to approval by the ABA House of Delegates at its next meeting in February. If approved, the new learning outcomes standards will go into effect in 2026.

Source: Law school courses to become more uniform under new ABA accreditation rule [Reuters]

About the Author

Staci Zaretsky is a senior editor at Above the Law, where she has been working since 2011. She welcomes any tips, questions, comments, or critiques and can be reached via email. You can follow her on Twitter and Threads or connect with her on LinkedIn.

SDGs, Targets, and Indicators Analysis

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

The article discusses changes made by the American Bar Association (ABA) to ensure that law school students receive quality education.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
• Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.

The article highlights the ABA’s efforts to set “minimum learning outcomes” and provide academic support to struggling students, aiming to improve the quality of education in law schools.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator 4.3.1: Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months.
• Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill.

The article mentions the adoption of changes that include early assessments and academic support for struggling students. These measures can be indicators of progress towards ensuring equal access to quality education and improving relevant skills for employment.

4. Table: SDGs, Targets, and Indicators

Source: abovethelaw.com