The tutorial program for students at Indiana University's School of Law has proven to be worth the investment of serious effort and has had benefits beyond the identification of capable and noncapable students. (MSE)

A study of the fairness and utility of race-conscious academic support services offered at law schools finds that law schools should increase academic support for nontraditional students. A University of Oregon program is used to illustrate the potential for program success. (MSE)

The practice of placing senior law students into teaching roles at law schools in order to reduce the student-teacher ratio is discussed. The extent to which students have contributed towards teaching, supervision, and instruction at law schools is analyzed. European tutorial experience is compared with North American experience. (MLW)