Assessing students on the Legal Practice Course

Law Society research in 2001 found that students from minority ethnic groups performed less well in their assessments on the Legal Practice Course (LPC) than their white colleagues. In this article from the Summer 2005 issue of Directions Rosemary Evans (Manager, Quality and Standards at the Law Society) reports on the findings of further research commissioned into this topic, published in January 2005.

The research, Equality, diversity and the Legal Practice Course, aimed to establish the full extent of any differential in assessment performance and to explore the factors contributing to assessment performance in general.

It was conducted in two phases. Phase one involved written student surveys and face-to-face interviews with tutors. Phase two comprised in-depth interviews with students. Relevant literature was reviewed along the way to inform design, conduct and analysis.

A number of interesting results emerged from the research. Perhaps most importantly of all, it was found that ethnicity was not a significant factor determining outcome on the LPC and that there was no evidence of direct discrimination operating in such a way that it impacts on the LPC results. There was a significantly higher pass rate for white students than those from minority ethnic groups, but it was factors unrelated to ethnicity itself that determined assessment success or otherwise.

On analysing statistical data it was found that the following factors affected LPC results:

• A Level points and class of degree (the higher the better)
• whether or not students had secured a training contract (if they had they were more likely to pass)
• whether or not students had a relative who was a lawyer (if they did, they were more likely to pass)
• gender (men were less likely to pass the assessments than women)

Tutors’ comments reinforced this analysis. Perhaps unsurprisingly, they commented that those students who made little effort on the course were unlikely to succeed. Factors likely to reduce effort were identified as laziness, the over-estimation by students of their own ability, lack of motivation, undertaking employment alongside studies, family commitments and a plethora of other extenuating circumstances. A perceived general lowering in standards educationally was thought to encourage students with inflated opinions of their ability to embark on the course.

There was also a view that a significant proportion of students were falling into the trap of undertaking the LPC for reasons which might not be helpful to them, such as viewing it as a means of earning lots of money, gaining kudos, satisfying family pressures or enhancing marriage prospects.

Minority ethnic students were more likely than white students to experience circumstances which adversely impacted on the effort that they could put into the LPC. Such students were more likely to have additional members of their family to look after, to have employment at the same time as their studies or the need to travel abroad for bereavements during the course. On average, minority ethnic group students entered university and the LPC with lower grades of qualifications than white students.

Various factors coming from within the framework and delivery of the LPC were identified as affecting student performance:

• the emphasis on written examinations, which may not suit everyone
• too much time being devoted to the study of business law
• the large numbers of sessions involving teaching in small groups (it is suggested that students from some minority ethnic groups may function less well in this environment)
• the removal of course works in which students generally tend to perform better

The report recommended that work should be undertaken to promote a culture of ensuring that students are made more aware of the issues that may affect their performance. It also suggested that providers and firms should take greater account of the diverse needs of students. The report highlighted the need for careers services to be made more aware of the desirability of managing the career expectations of those considering the study of law and expressed the view that more could be done to promote the view of the LPC as the transferable qualification.

Last Modified: 4 June 2010