Currently, the Law School Admission Test (LSAT) is the foremost gatekeeper to obtaining a legal education at schools accredited by the American Bar Association (ABA). In this Article I analyze the causes, consequences and fairness of gender and racial/ethnic differences on the LSAT. In Part I, I review the history of women's representation in legal education, and note the present gender gap in LSAT performance. In Parts II and III, I attempt to remedy a deficit in the current literature by documenting how the LSAT decreases women's and (particularly) minorities' admission opportunities in the 1990's, even compared to men and Whites who had similar accomplishment levels over four years of college. As a way of studying the impact of current definitions of merit, I compare present admission practices with two admission models based on undergraduate grade-point averages. Either alternative admission model results in the admission of about two thousand more women to ABA schools, and would create overall gender parity in legal education.

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