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78 U. Colo. L. Rev. 69 (2007)
The Relationship between Law School and the Bar Exam: A Look at Assessment and Student Success

handle is hein.journals/ucollr78 and id is 75 raw text is: THE RELATIONSHIP BETWEEN LAW SCHOOL
AND THE BAR EXAM: A LOOK AT
ASSESSMENT AND STUDENT SUCCESS
LORENZO A. TRUJILLO*
Law schools have a moral and ethical obligation to society-and, to
an even greater degree, to their students-to adequately prepare the
students to succeed as professionals.  Ultimate success for law
students is measured by the ability to competently practice in the
legal profession, which requires passing the bar exam. A recent
downward trend in national bar passage rates highlights the need for
law schools to address the factors negatively affecting bar passage
rates. Based on research conducted at the University of Colorado
School of Law, this article discusses methods to reform new attorney
licensure and also highlights strategies to improve bar passage. It
suggests ways to minimize the effects of the bar exam's negative
factors and recommends ways to better prepare law students.
INTRODUCTION
Bar passage rates have been of increasing concern for law schools
as the national bar passage rate has declined over the past decade. Un-
doubtedly, a school's bar passage rate figures prominently into the all-
important U.S. News and World Report Law School rankings methodol-
ogy.1 However, as educational institutions, law schools should be at
least equally concerned with falling bar passage rates to the extent that
those rates reflect the quality and effectiveness of legal education--or
*   Lorenzo A. Trujillo is the Assistant Dean of Students and Professional Programs and
Professor-Attendant Rank at the University of Colorado School of Law, and is Of Counsel
with the Law Firm of Cage Williams, P.C. The author wishes to thank and acknowledge the
work of his research assistants, Joseph G. Martinez, William Kozeleski, and Siddhartha H. Ra-
thod, for their assistance in the preparation of this article. The author also thanks Dean David
Getches, Marianne Wesson, Clare Huntington, Javier Trujillo, Karen Trojanowski, and Shan-
non L. Rathod for their review of this article. Special gratitude is given to Jennifer R.
Jacobsen for her patient, detailed, and professional editing.
1.  William D. Henderson & Andrew P. Morris, Student Quality as Measured by LSAT
Scores: Migration Patterns in the U.S. News Rankings Era, 81 IND. L.J. 163, 165 (2006).

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