Term
Summer 2026
Capstone
Dissertation
Degree Name
EdD
Primary Advisor/Dissertation Chair
Karen Moroz
Abstract
Law school admissions processes play a pivotal role in shaping access to the legal profession, yet their reliance on standardized metrics such as the Law School Admission Test (LSAT) and undergraduate grade point averages (GPAs) continues to raise concerns about equity. This study examines how admissions evaluation practices influence access to law school and explores alternative approaches that may better support equitable outcomes.
Using a mixed methods approach, this study draws on the experiences and perspectives of law school applicants and law school admissions professionals to assess perceptions of equity, accessibility, and opportunity within the law school admissions process. Particular attention is given to holistic review practices, which incorporate factors such as work experience, leadership, and lived experiences alongside academic metrics. The study also considers critiques of holistic approaches, including the potential to privilege applicants with greater access to resources.
Findings highlight the complex and often inconsistent nature of law school admissions practices across institutions, contributing to confusion among applicants and challenges in establishing equitable evaluation standards. The results suggest that while holistic approaches have the potential to broaden access, their implementation must be carefully structured to avoid reinforcing existing inequities.
This research contributes to ongoing conversations about equity in legal education by identifying opportunities to change law school admissions practices in ways that more accurately reflect diverse forms of merit and potential. Implications for a more equitable law school admission practice include recommendations for developing more transparent, consistent, and equity minded admissions frameworks that expand access to law school and, ultimately, the legal profession.
Research Methodology
Interview, Survey (attitude scale, opinion, questionnaire)
Keywords
Achievement, Grades/ Student Performance, Admissions Practices, Equity
Recommended Citation
Donnelly, Meghan, "Barriers Or Bridges? Analyzing The Role Of Admissions Criteria In Shaping Access To Law School" (2026). School of Education and Leadership Student Capstone Theses and Dissertations. 4642.
https://digitalcommons.hamline.edu/hse_all/4642
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations