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  Performance Based Admission Program (PBAP)
  Home > Admissions > Performance Based Admission Program (PBAP)
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  North Carolina Central University School of Law offers a conditional admissions program, the Performance-Based Admission Program (PBAP), is offered to a limited number of applicants whose credentials do not qualify them for unconditional admission but whose records nonetheless show promise of success. Applicants selected for this program have an opportunity to gain admission for the fall semester through their performance in a two-week, non-credit program.  
  
 Admission to PBAP is made on a rolling basis therefore prospective students are encouraged to apply to the Law School early in the admission cycle, which begins October 1st.
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  The Admissions Committee selects the participants from those applicants who apply to the Day and Evening Programs. The Admissions Committee considers the following factors when deciding who will be invited to participate in the program: (1) a history of below average standardized test scores followed by successful academic performance; (2) marginal academic performance but above average standardized test scores; (3) work experience; (3) a significant time lapse between the undergraduate degree and law school application; (4) completion of other advanced degrees; and (5) a socio-economically disadvantaged background.

  PBAP participants spend two weeks in the spring in a classroom setting where experienced faculty members give them instruction in one substantive law school course and a writing course. Additionally, participants learn basic skills: how to prepare for class; how to organize and outline course material; and how to answer legal questions.  The decision to admit a PBAP participant to the Law School in the fall is based on their performance on examinations and their law school application file.

  PBAP at NCCU School of Law is very unique compared with conditional admissions program at other law schools. The cost is minimal and the small class size allows individual attention by the faculty.

 
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