Evaluating the Academic Benefits of Clinical Legal Education: An Analysis of the Final Average Marks of Five Cohorts of LSBU LLB Graduating Students, 2011-2015

Abstract

This article seeks to contribute to the ongoing pedagogic debate about the aims and benefits of clinical legal education and to do so using a quantitative methodology. It is the result of a collaborative project within the School of Law & Social Sciences at LSBU, researching whether placements in our Legal Advice Clinic have had any positive impact on Law students’ academic performance. We have analysed the academic results[1] of five cohorts of LLB full-time undergraduates, those graduating from 2011 to 2015,[2] to see whether students who volunteered in our Legal Advice Clinic achieved better grades than those who didn’t. Generally, they do. However, given the fact that places at the clinic are limited and recruitment is selective and to try and eliminate the possibility that the most academically successful students are the most likely to volunteer and be selected, we have controlled for first year average results. Even so, it appears that students who achieve similar grades in their first year are likely to get slightly better final grades, just under 2% better, if they volunteer in our Legal Advice Clinic in their second year. [1] We would like to thank Dr Bond’s Post-graduate student, Joshua Freeman-Birch, who undertook the long hours of date entry to code the results of five cohorts of LLB law students results, to allow the research to be conducted. [2] Unfortunately, writing up our research has taken longer than we hoped. Conducting the data analysis and the impact of COVID are the two main reasons.