57 J. Legal Educ. 195-236 (2007) contains three empirical studies of law school and bar exam performance:
- Andrea A. Curcio, Gregory Todd Jones & Tanya M. Washington, Developing an Empirical Model to Test Whether Required Writing Exercises or Other Changes to Large-Section Law Class Teaching Methodologies Result in Improved Exam Performance, 57 J. Legal Educ. 195 (2007), which concludes that multiple practice essays, combined with peer and self-assessment using annotated model answers, improved the exam performance of students with above-median LSAT scores and undergraduate GPAs.
- Keith A. Kaufman, V. Holland LasSalle-Ricci, Carol R. Glass & Diane B. Arnkoff, Passing the Bar Exam: Psychological, Educational and Demographic Predictors of Success, 57 J. Legal Educ. 205 (2007), which concludes that high levels of exam anxiety adversely affected bar exam performance, as did high levels of neuroticism.
- Douglas K. Rush & Hisako Matsuo, Does Law School Curriculum Affect Bar Examination Passage: An Empirical Analysis of Factros Related to Bar Examination Passage During the Years 2001 Through 2006 at a Midwestern Law School, 57 J. Legal Educ. 224 (2007), which concludes that mean LSAT scores, undergraduate GPAs, and law school class ranks are strong predictors of bar exam success, and that the number of upper-level bar exam courses taken has an impact only on the third quartile of students (and no statistically significant effect on students in the first, second, and fourth quartiles).
