Though she had checked in with her son's teachers repeatedly
over the
course of the
semester to ensure that he was keeping up in school, his end
of term
grades were shockingly low — something none
of the teachers had brought to her attention.
In 2007, Professor Curcio gave her first - year Civil Procedure class five single - issue essay questions
over the
course of the
semester.134 After students turned each assignment in, the professor provided an annotated model answer.135 In addition, the professor spent some class time discussing the models and providing time for self - and peer - edits.136 The students in Professor Curcio's class and in another Civil Procedure class then took the same final exam.137 Professor Curcio and the other professor
graded all the exams from both classes.138 The results showed that students who practiced and received feedback performed better than those students who had not had the opportunity to practice and receive feedback.139 Most
of the benefit, however, accrued to students who had above - the - median LSAT scores.140 For those students with below - the - median LSAT scores, the study found no statistically significant difference between scores
of those who had received the feedback and those who had not.141 In 2010, the school's median LSAT was 161.142