• Why focus on minorities and How is this  different in terms of content and focus from other programs that don't claim a minority emphasis?
• Can I do the Boot Camp if I have not been accepted into law school?
• Do you have financial assistance?
• Can non-students-of-color apply?
• I work full time  (or I am in summer school) or  have other commitments),  can I do this program?

No,  the Boot Camp is targeted for students who will be going directly into law school at the completion of the camp.

[BACK]

We understand that financial concerns might affect a student's ability to participate in this program. Because the student who might not be able to easily afford the program is among those students we most want to reach, we gave careful consideration to both the cost of the program and access to financial aid. With these issues in mind, the lead faculty and administrators of the program have elected to receive as compensation, far less than what their time might otherwise be worth. We are also continuously seeking sources of support so that we can provide all students with the aid they need to take part in the program. The price we have set represents little more than the cost of the program, and at this time we are not in a position to guarantee any student that they will receive financial aid.  Hopefully, our continued efforts will ensure that all students will receive the aid they need, but we cannot offer any at this time. While we certainly understand how the cost of the program might make some reluctant to pursue it, we encourage students to look at the cost as a portion of their investment in their legal education and measure it in relation to that investment and the value that our program conveys.

[BACK]

Yes, While we are committed to our primary mission - increasing racial diversity - we are willing to help any student with a demonstrate need so long as there is space available and it does not compromise our primary mission.

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[BACK]

Absolutely!  You need to be able to give about 100 hours over nine weeks; that is about 12 hours per week.  We recommend starting the program no later than 1st week of June.  You can start later than June but you will have to do more than 12 hours per week to complete it by the middle of August.

[BACK]

Generally, minority student needs are no different in kind from other students.  Most other programs are very ineffective for everyone because they tend to focus more on introducing students to substance law (i.e. torts, contracts, etc) and less on developing the appropriate skills.  This is a mistake because law school has a unique way of writing exams and doing analysis.  Furthermore, most of what students need to learn occurs outside the formal processes. 

The JD Project focuses on minority students because they are less likely to get early access to the informal information stream and skill development that is so essential to excelling in law school.   (See article: http://www.thejdproject.org/readings/Isolation.htm) The result is that in most law schools (regardless of tier) minority students are disproportionately in the bottom-half of the class.  For students in first or second tier law schools, this does not mean failure but it does mean fewer and different employment opportunities.  Unfortunately, for students in third and fourth tier school, it can mean probation or dismissal at the end of the first semester or first year.  This is not because minorities are less intellectually capable and an appropriately structured academic enhancement program can change these results.  (http://71.18.52.3/readings/multiculturalLawStudents.htm)

Minorities (as a group) are more likely to study incorrectly for law school in the first few month, are more likely to write law school essays like undergraduate essays  and are more conclusionary in their analysis.  That is, minorities are more likely to go for getting the right answer and are less likely to explain how they got to that answer in sufficient detail or sufficient evidence.  In fact, if graded primarily on reaching the correct answer, minority students would be disproportionately represented in the top half of the class.  Of course, these generalizations  do not apply to all minority individuals, the problem is with only one or two exams a semester it is impossible to know whether any particular student is studying correctly, organizing exams appropriately and engaged in thorough analysis.  Furthermore, the impact of poor grades in the first semester cannot be easily corrected in subsequent semester.