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Eight papers on models for minority access to the legal profession cover outstanding programs which facilitate access to and success in higher education, concentrating on recruitment, retention, and bar passage. Susan Brown's introduction presents statistics on yearly minority enrollment in legal studies through 1981 and discusses policy perspectives. Brown's discussion of the New Mexico Supreme Court's 1980 Melendez v. Burciaga hearing on New Mexico's bar examination covers issues, proposals, and revisions instituted in the examination. Brown's third paper notes relevance for the legal profession of the simulated Medical College Admissions Test, developed to identify deficiencies in knowledge and skills so these may be remedied before students enter professional school. Angel Lopez describes the history and accomplishments of the Oregon State Bar's affirmative action program since 1973. The Professional Development Program at the University of California, Berkeley, is discuseed by Hector Vasquez as a model for law school retention programs. Celestino Fernandez summarizes information obtained through a questionnaire to all 171 American Bar Association-approved United States law schools. Hector Vasquez discusses the implications of several recent legal decisions for law school admissions criteria. Finally, Claire Levay and Marlene Copeland list 66 possible sources of financial aid for minority law students. (MH)

Nineteen research reports and summaries of projects studying law school admission and the Law School Admission Test (LSAT) are presented. These research projects were supported by the Law School Admission Council between 1975 and 1977. A subject and an author index, covering this and the previous two volumes (including research conducted from 1949 to 1974) are also included. These research reports involve validity and bias of the Law School Admission Test (LSAT); the Supreme court hearing of DeFunis v. Odegaard; prediction of female law students' grades; preferential admissions predictors of bar examination performance; law school grade prediction, test item type validity; Canadian LSAT candidates; law school admission standards; relevance of legal training; black, white, and Mexican American differences in law school performance; and analysis of LSAT scores for test repeaters. (GDC)

An overview of the source of law school applications to Ontario law schools in 1973 and 1974 and the relationship of certain variables to the admission process is presented. The tables provided reflect the following information: applicants, offer recipients and registrants by law school, age, length of university experience, highest degree obtained, law school applied to and university of last attendance, date of last attendance at university, number of schools applied to, and law school applied to and number of previous applications submitted; sex of applicants, offer recipients and registrants; interuniveristy transfer of law school applicants from Ontario universities; offer recipients who did not register by university of last attendence; applicants by date of last attendence at university and highest degree obtained; all applicants by combination of applications submitted; number of applications submitted by university of last attendence; number of applications submitted by sex; response of applicants to offers of amission; and basis for admission of the first year class. (SPG)

Trends and issues likely to affect Kentucky higher education in the future are discussed along with recommendations of the Prichard Committee on Higher Education in Kentucky's Future. Projections pertaining to population, resources, social issues, inflation, and the change from goods production to production of services and the creation of knowledge are presented. It is suggested that three important elements to reform and improvement of higher education are an increased emphasis on: quality in higher education, creative leadership, and more effective use of financial resources. Issues and recommendations pertaining to quality include the following areas: higher education and the schools, admission policies, teacher education, remedial education, highly talented students, and a fund for academic excellence. Recommendations are made regarding the following academic programs: graduate programs, professional education, legal education, medical education, dental education, nontraditional students and programs, and professional enrichment. Additional recommendations concern: the faculty, research at the University of Kentucky and the University of Louisville, research at the regional universities and Kentucky State University, cooperation in research, public service, higher education finance, and the financial needs of higher education. Prerequisites to quality are identified, including promoting diversity among institutions and using flexible teaching methods to meet the needs of students. Two minority opinions on legal education are also presented. (SW)