Tag: Schools

  • Thieves, Monopoly, Law Professors, and Law Schools

    Thieves, Monopoly, Law Professors, and Law Schools

    In his classic 1967 article on rent-seeking (which does not actually use the term because it had not been coined at that time) Gordon Tullock explained that the cost of theft was not that one person’s property was taken by another. In fact, that transaction in isolation may increase welfare. The social costs were the reactions of those attempting to avoid theft and those refining their skills. Richard Posner extended the analysis when he wrote about the costs of monopoly. Again, it was not that some became richer at the expense of others but that enormous sums were invested in bringing about the redistribution. In neither case do the rent seeking, social-cost-producing efforts create new wealth.

    Still, in the case of Tullock and Posner the social costs were at least about something. There was a “there” there in the form of a chunk of wealth to bicker over. But now we come to law professors and law schools.

    Law professor efforts to self-promote have exploded. Included are repeated visits to the Dean asking for one thing or another, resume padding, massive mailings of reprints, posting SSRN download rankings, or, even better, emailing 200 friends asking them to download a recently posted article, churning out small symposia articles because deans often want to see lines on resumes as opposed to substance, playing the law review placement game, and just plain old smoozing ranging from name dropping to butt kissing. Very little of this seems designed to produce new wealth. If fact, think of the actual welfare-producing activities that could be undertaken with the same levels of energy — smaller classes, more sections of needed courses, possibly even research into areas that are risky in terms of self promotion but could pay off big if something new or insightful were discovered or said. But this is the part that puzzles me. Whether the thief in Tullock’s case or monopolist in Posner’s, the prize is clear. What is the prize for law professors? Are these social costs expended to acquire rents that really do not exist or are only imagined? What are the rents law professors seek?

    Law schools make the professors look like small potatoes when it comes to social costs. Aside from hiring their own graduates to up the employment level, they all employ squads of people whose jobs are to create social costs (of course, most lawyers do the same thing), produce huge glossy magazines that go straight to the trash, weasel around with who is a first year student as opposed to a transfer student or a part time student, select students with an eye to increasing one rating or another, and obsess over which stone is yet unturned in an effort to move up a notch. I don’t need to go through the whole list but the point is that there is no production — nothing socially beneficial happens. That’s fine. The same is true of Tullock’s thief and Posner’s monopolist. But again, and here is the rub. What is the rent the law schools seek? Where is the pie that they are less interested in making bigger than in just assuring they get the biggest slice possible? What is it made of?

    At least thieves and monopolists fight over something that exists. And they often internalize the cost of that effort. Law professors and law schools, on the other hand, may be worse. They do not know what the prize actually is; they just know they should want more; and the costs are internalized by others.

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  • A People’s (with apologies to Zinn) Ranking of Law Schools

    A People’s (with apologies to Zinn) Ranking of Law Schools

     

    Actually I cannot give you the rankings other than to say it would look nothing like the elitist, manipulation-prone ranking of US News. These are, however, the factors that would go into a true ranking of  law schools.

    1. Percentage of class with less than 160 LSAT score. Why? Dolts can and do teach students with over  160 scores. That does not take any real teaching ability. Those students will get it. Teaching them is like teaching native German speakers how to speak German. 

    2. Percentage of students with below 160 who pass the bar. This is the real measure of teaching effectiveness because those students may actually need teaching expertise.

    3. Number of citations by courts of scholarly works per faculty member. In a prior study a colleague and I demonstrated that citations by other law professors are irrelevant. They generally do not rely on anything but factual assertions and rarely engage the thoughts of the works they cite. Let’s face it. If courts do not cite your work, you are wasting your time and writing for a very small and irrelevant audience.

    4. Percentage of students who are first in family college graduates. These people are likely to have a different perspective on virtually everything than the entitled ones, Want to have lively class discussion? Admit these people.

    5. Percentage of faculty who did not graduate from top 15 law schools. Quite honestly, in 42 years of law teaching, the most poorly educated and laziest people I have met came from elite undergraduate and law schools. I could name names but that would take 5 blogs. They are the grade grubbers who focused on one thing — what is on the test. Want some diversity away from the same old name dropping dolts, expand your hiring horizons. 

    6. Number of African-American faculty. I know there are all kinds of minorities these days but none come close to this group in terms of having been kicked around, discriminated against, and pushed aside. Want you students to be more well rounded, better able to interact with diverse clients, then hire these people.

    7. Percentage of financial aid distributed on the basis of need. Yes, this is different from the School were I taught which engaged in a bidding war for high LSATs.

    8. Percentage of graduates who opt for public interest employment. Hopefully, 3 years of exposure to law school and the way law is consistently applied to favor the haves would encourage some students to, at least for some period of time, do the right thing. 

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