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Is There a Correlation Between Law Professor Publication Counts, Law Review Citation Counts, and Teaching Evaluations? An Empirical Study

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  • Benjamin Barton

Abstract

This empirical study attempts to answer an age‐old debate in legal academia: whether scholarly productivity helps or hurts teaching. The study is of an unprecedented size and scope. It covers every tenured or tenure‐track faculty member at 19 U.S. law schools, a total of 623 professors. The study gathers four years of teaching evaluation data (calendar years 2000–2003) and tests for associations between the teaching data and five different measures of research productivity/scholarly influence. The results are counterintuitive: there is either no correlation or a slight positive correlation between teaching effectiveness and any of the five measures of research productivity. Given the breadth of the study, this finding is quite robust. These findings should help inform debates about teaching and scholarship among law school and other faculties and likely require some soul‐searching about the interaction between the two most important functions of U.S. law schools.

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  • Benjamin Barton, 2008. "Is There a Correlation Between Law Professor Publication Counts, Law Review Citation Counts, and Teaching Evaluations? An Empirical Study," Journal of Empirical Legal Studies, John Wiley & Sons, vol. 5(3), pages 619-644, September.
    • Handle: RePEc:wly:empleg:v:5:y:2008:i:3:p:619-644
    DOI: 10.1111/j.1740-1461.2008.00135.x
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    1. Eisenberg, Theodore & Wells, Martin T, 2000. "Inbreeding in Law School Hiring: Assessing the Performance of Faculty Hired from Within," The Journal of Legal Studies, University of Chicago Press, vol. 29(1), pages 369-388, January.
    2. Eisenberg, Theodore & Wells, Martin T, 1998. "Ranking and Explaining the Scholarly Impact of Law Schools," The Journal of Legal Studies, University of Chicago Press, vol. 27(2), pages 373-413, June.
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