Awarded Grants

Awarded Grants

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March, 2016

University of Michigan—Ann Arbor

Michigan

$50,000

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University of Michigan—Ann Arbor

$50,000

A $50,000 research grant was awarded to Stephen DesJardins, a professor at the University of Michigan—Ann Arbor, to address ways that law schools can use data systematically to admit students into their programs and then predict which students will actually enroll at the institution.

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March, 2016

University of Chicago

Illinois

$12,400

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University of Chicago

$12,400

A $12,400 dissertation grant was awarded to Nayoung Rim, a Ph.D. student at the University of Chicago, to study the effect of Title IX on gender disparity in legal education and other graduate and professional education. 

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March, 2016

University of Georgia

Georgia

$50,000

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University of Georgia

$50,000

A $50,000 research grant was awarded to Associate Professor of Higher Education Karen Webber, with the University of Georgia, to examine the increase in graduate student debt between 2008 and 2012.

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March, 2016

American University

District of Columbia

$49,000

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American University

$49,000

A $49,000 research grant was awarded to Seth Gershenson, assistant professor at American University, to explore whether the demographic match between law school instructors and students affects students’ academic progress and career paths

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March, 2016

University of Florida

Florida

$47,000

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University of Florida

$47,000

A $47,000 research grant was awarded to Assistant Professor Dennis Kramer, with the University of Florida, to examine the impact of need-based aid programs on the graduate and professional school enrollment of low-income students at the institutional and national levels. 

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March, 2016

University of Georgia

Georgia

$50,000

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University of Georgia

$50,000

A $50,000 research grant was awarded to Manuel Gonzalez Canche, assistant professor at the University of Georgia, to estimate the effect of losing the federal loan subsidy on debt accumulation for law and professional students.

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March, 2016

University of Memphis

Tennessee

$50,000

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University of Memphis

$50,000

A $50,000 research grant was awarded to University of Memphis Associate Professor Yonghong Xu to examine diversity in law schools and how the educational experiences of women and racial minorities contribute to their career progress in legal professions.

CLEO Logo
Diversity Pipeline Grant Program

December, 2015

Council on Legal Education Opportunity, Inc. (CLEO)

$125,000

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Council on Legal Education Opportunity, Inc. (CLEO)

$125,000

The CLEO Legally Inspired Cohort (CLIC), aims to increase the number of diverse students who matriculate at an accredited law school and successfully complete their first year of law school. CLIC participants will attend one of four law schools accepting cohorts of five students. Participants will also attend a six-week prelaw summer institute, participate in a mentorship program, and attend a two-day seminar after the first semester.

UCLA School of Law
Diversity Pipeline Grant Program

December, 2015

UCLA School of Law

California

$120,000

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UCLA School of Law

UCLA School of Law

$120,000

The UCLA Law Fellows program intends to demystify the law school experience for underrepresented minority students, economically disadvantaged students, and first generation students. Program activities include a series of monthly Saturday academies, support for an LSAT prep course, and continued support and guidance through the law school application process.

ASU Sandra Day OConnor School of Law
Diversity Pipeline Grant Program

December, 2015

Arizona State University Sandra Day O’Connor College of Law

Arizona

$120,000

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ASU Sandra Day OConnor School of Law

Arizona State University Sandra Day O’Connor College of Law

$120,000

The Native American Pipeline to Law Initiative at Arizona State University Sandra Day O’Connor College of Law, seeks to increase the number of Native American law students. Program activities include a five-day prelaw program, financial support for LSAT prep courses, a mentorship program, and early outreach to middle and high schools with high Native American populations.

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