The Ten (Most) Interesting Class Action Articles of 2012

 2012 was a tough year for the legal academy. A number of damning critiques were written of how law schools are not sustainable in their current form. And that difficult year is reflected in the academic output on class actions. For the second year running, there just wasn't that much that merited the title "interesting" in class-action scholarship. I'm honestly stymied as to why that is. I can think of plenty of interesting questions about class actions that the academy appears singularly unconcerned with, preferring instead the same old rehashes of the same few topics.

But enough of my complaining. Here are the ten articles I found most thought-provoking this year.

  • Professor Issacharoff's Assembling Class Actions was interesting mostly because it is an eminent scholar's take on recent developments in class-action law. It's marred by some downright misreadings of the law (such as the holding in Eisen), but it also contains some interesting takes on the fight over the entity theory of class actions.
  • Similarly, Dean Robert Klonoff's Decline of Class Actions is worthwhile because (1) the man who writes the Nutshell on class action law probably knows what he's talking about, and (2) he identifies a number of trends (like rulings on numerosity) that most scholars tend to ignore.
  • Gilles on Arbitration. Professor Gilles was the first to identify the impact that arbitration clauses would have on class action practice, so it makes sense that her return to the subject would be worth reading. A good, partisan, but intellectually honest examination of how arbitration clauses have fared since Concepcion.
  • Moller on Due Process. Professor Moller's investigation of what "due process" really means in class litigation was uncomfortable for defense counsel, but rigorous, intellectually honest, and thought-provoking.
  • David Webber's The Plight of the Individual Investor in Securities Class Actions is another good look at the problems that arise from using institutional investors as class action plaintiffs. It's particularly interesting when paired with Professor Burch's piece last year on Optimal Lead Plaintiffs
  • Eric Goldman's piece on The Irony of the Privacy Class Action looked at a peculiar tension in class litigation--what happens when the substance of a particular class action conflicts with the mechanics of the class device.
  • Law students on binding stipulations. Two law student comments provided some interesting insights on how and when a named plaintiff might be able to limit the recovery of a class consistent with their fiduciary duties to absent class members. These comments serve as continuing proof that law students are often willing to pursue the truly interesting issues that professors pass by.
  • The Agency Class Action is an interesting application of Rule 23 to another area with some strong similarities--administrative law. And the analysis may have some interesting implications for class action defense.
  • Hogs Get Slaughtered. Professor Sherry identifies an interesting strategic problem for plaintiffs' lawyers (and maybe defense lawyers, too). Long-term strategy would dictate that plaintiffs would want to pursue modest goals--enough to give them an edge, but not so much that they kill the golden goose. That's not what actually happens, though. Plaintiffs--and defendants, too--overreach doctrinally, with consequent results.
  • The 2012 Carlton Field survey of class action litigation. Technically, this might not be considered an article, but it was still important research on class actions, and provided some interesting conclusions to boot.

The good stuff this year was good, but it still distresses me that I could have left the "most" off this list without sacrificing accuracy. There are a lot of law schools, who charge a lot of tuition, which goes to pay a lot of professors, who justify their salaries in part by pointing to their research. Assuming one class action professor on each faculty for the 201 ABA-approved JD-conferring law schools, I should have been spoiled for choice in making this list.

I don't like being one of the people who says the legal academy doesn't live up to its potential. I like the idea of independent legal research. I still look forward to seeing what new articles come out on class action law (which tells you what kind of nerd I am). So I say this from the perspective of a disappointed consumer: get it together, will you guys?

Assembling Class Actions and the Problem of Adequacy

One of the primary problems that vexes class-action scholars is often referred to as the "agency problem" (or, more recently, the "governance problem"). In other words, how do we ensure that the people in charge of a class action (nominally the named plaintiff, really the class counsel) actually serve the interests of the class, instead of themselves?

The latest entrant into this debate is NYU law professor Samuel Issacharoff, with his paper (to be published in the Washington University Law Review) "Assembling Class Actions." 

As Professor Issacharoff understands it, the central problem in class action jurisprudence is:

the nature of the authority to resolve contested legal claims on behalf of others.

For Professor Issacharoff, that question is unavoidable, because modern society is capable of mass harms--that is, harms that affect a large number of people at once, even if the injury to each person is slight. Issacharoff comes from the perspective that "mass harms require mass solutions," and that the class-action is the best way to level the playing field between plaintiffs who only have one day in court, and defendants who seem to spend much of their time there.

The resulting asymmetry in stakes between the single-shot plaintiff and the repeat-play defendant dooms the small player in litigation, already incapacitated by the frequent problem of the low stakes that any individual claimant may have serving to discourage suit. Hence the oft-repeated observation about how in litigation the haves come out ahead. Repeat play demands greater attention to litigation, justifies greater expenditures on prosecution of the claims, and forces the institutional actor to view even a small lawsuit as a broad threat. Thus the centrality of the class action in the limited stakes, negative value litigation context. The decision to aggregate creates symmetry in the litigation’s stakes, and justifies the cost of prosecution at a level commensurate to that of the defence.

(Emphasis added.)  And he sees the adequacy requirement as one of the largest problems facing that resolution. He recognizes that adequacy is the current doctrine used to ensure that absent class members and defendants receive some measure of due process. But, as he comments:

The critical issue about these cases is that they do not put a court in the uncomfortable position of selecting an agent who is somehow “able enough” to speak on behalf of others and bind them to the effect of an adverse judgment.

(Emphasis added.) Professor Issacharoff's article is a law review article of the classic form. That is, he isn't so much interested in solutions as he is in framing the problem, and seeing whether it explains the latest developments in class-action doctrine, specifically the rulings in Dukes, Bayer, Halliburton, and Concepcion. And, arguable misreading of Eisen aside, he makes a number of good points along the way.

There is no immediate practical application for this article, but it's still worth a read. Why? A number of reasons:

  1. Issacharoff is one of the deans of class action scholarship; so he's likely to be very influential in the debate.
  2. The "mass harms require mass solutions" argument is a relatively strong rhetorical position, arguably stronger than the "class actions deter" argument so often made.
  3. This highlights, once again, that adequacy of representation is a serious problem for many plaintiffs, and a profitable area for defendants to investigate.

Five Ways to Mitigate the Crisis in Legal Education

 In the past year, there has been a spate of criticism of legal education. The upshot: it's too expensive, it doesn't actually train new lawyers, and it produces a lot of scholarship of no use to practitioners or judges. Pair this rising criticism with rising educational costs and rising legal unemployment, and it is hard to deny that law schools are facing a real crisis of legitimacy. As a very large consumer of legal scholarship, and a big fan of well-educated lawyers, this worries me.

From what I've seen, there are a few questions that espouse a few occasionally conflicting goals:

  1. How do we reduce the cost of legal education so law remains a career available based on merit rather than money?
  2. How do we make sure that the teaching of law remains relevant to the practice of law?
  3. And, not to be underestimated: how do we make sure that law remains a learned profession that produces high quality thinkers?

So, in the spirit of trying to help out with "good strategy," [] here are five suggestions, some new, some floating around, for how we might reach these three goals with a coherent plan of action. (What's the "nugget"? Produce well-trained, well-educated lawyers.)

  • Require briefs instead of exams. I'm sure it's easier to grade exams. But--except for the bar--lawyers don't take exams. We write briefs (or deal documents). We argue in court. We advise clients. We negotiate with people. Start teaching to what the lawyers actually do. (This wouldn't just help the students; it would also give a small leg up to all of those professors who envision themselves someday becoming federal judges.) Might this require reducing class size? It might. I'm not sure that's a bad thing.
  • Ditch casebooks; teach out of current cases. The best education I ever received in my field (and I was lucky to learn from some great lawyers) was writing a book on class actions, and then starting this blog. Why? Because it forced me to read through many many cases, mostly current, but also working my way back through older ones with lots of influence. I have no doubt casebooks are helpful to professors. But they're also very expensive. Why not just teach the students out of both the classic and the current cases? Just like young lawyers learn? Get them straight to the primary sources. It will hone their research skills at the same time as it reduces their expenses. 
  • Cut the ABA's physical library requirement. Look, I love books. I am a huge fan of books. But, particularly in the law, I have been cutting the number of books I actually own. And you know what? I don't miss them. I can do most of my research (both for cases and for my other writing) either online or at least onscreen. Electronic books and cases are easy to search and annotate, and are increasingly where most people turn. So why do we still need--particularly for newer schools--these large buildings that are expensive to maintain and full of physical books no one uses? I'm not saying we should get rid of the D'Angelo Law Library, necessarily. But for smaller schools further down the rankings, this would be a cost-effective way to provide the same services the bigger schools use.
  • Fewer tenured faculty; more practitioner adjuncts. This one has been a popular suggestion. And we are lucky in the class-action field that we have a number of good professors who have been class-action practitioners.  But we could certainly use more people who have spent significant time in the trenches. At least some deans have complained that one of their schools' largest fixed expenses is tenured faculty. There's a simple fix for that. (And let's be clear; I know and like many fine tenured law professors.  And the ones I know are--to a person--good people doing good work. It does not please me to suggest cutting their jobs. But it also does not please me that many younger lawyers I know are struggling, or that many students I know are considering going into a profession that will bleed them dry with educational debt.) How would I envision doing this? Require a Ph.D. and J.D. for the tenured faculty, and reduce their ranks accordingly. (This allows you to maintain the "research institution" where possible.) For your adjunct faculty, take high-achieving J.D.s. Sure it's disruptive, but the high-achieving J.D.s who wind up displaced are well-placed to (1) get Ph.D.s of their own or (2) go back into law.
  • Cut legal education to two years (or fewer); bring back the apprenticeship. It may be the effect of living in Britain, but the idea of less "education" and more lower-paid "on-the-job training" appeals to me at this point. It allows for a period of training that does not have to be subsidized by clients. And the addition of a few years of training (think like a medical residency) would raise the perceived barriers to entry to the profession. Of course, I say this as someone who got to jump into a biglaw job out of law school during a boom period, so salt this suggestion to your taste.

Short-term, it's easy for us all to point fingers. But longer term, finding scapegoats doesn't help nearly as much as finding solutions. (Plus, if one tries to look in an unbiased way, it's hard to find anyone really to blame. This is one of those times that the problem is truly systemic.) There's a lot about legal education to like; but there's no question that the current model is simply not sustainable.

 

 

Klonoff on Class Action Decline - The Good, the Bad, and the Ugly

Robert Klonoff, Dean of the Lewis & Clark Law School, has produced a new article, The Decline of Class Actions (forthcoming from the Washington University Law Review), that provides a much-appreciated overview of recent developments in class action law from a plaintiff's perspective. (Disclosure: Dean Klonoff provided a very nice blurb for the Class Action Playbook.) Regular readers of this blog know that I am actually a big fan of plaintiffs' perspectives: I think understanding them is crucial to a conscientious and seals defense of class action litigation. And while there is much to like in Dean Klonoff's analysis, there is also a fair amount that is lost to the same old pro-plaintiff analysis that many courts have begun to reject.

Unlike a number of his scholarly colleagues, Dean Klonoff doesn't say that the class action is dead, just that courts have made it a lot harder to get a class certified, and that he considers that a problem. He traces that problem to a number of the "new" requirements that courts have imposed on class-action plaintiffs in the last decade. What are those new requirements? Well, they'll look familiar to readers of Rule 23.

Rigorous analysis. Dean Klonoff worries that courts now require too much evidence from plaintiffs at the certification stage. Some of his concerns have some actual foundation (a number of practitioners, both plaintiff and defense, have noted that the increased focus on rigorous analysis has shifted costs toward the beginning of the case for both sides, a result necessarily in tension with the efficiency arguments for class certification). But others betray an ignorance of how lawyers actually litigate cases. For example, he expresses concern that:

While courts have imposed strict new evidentiary burdens on plaintiffs, they have increasingly permitted defendants to seek denial of class certification without submitting to discovery. For instance, in Pilgrim v. Universal Health Card, LLC, the Sixth Circuit upheld the district court’s dismissal of class allegations in a nationwide class action, reasoning that “we cannot see how discovery or for that matter more time would have helped [plaintiffs].” Other courts have taken this approach as well. Case law requiring plaintiffs to put forward exacting evidentiary proof in support of class certification is difficult to square with case law permitting defendants to move to strike class allegations without allowing plaintiffs even minimal discovery.

In fact, it is easy to square these two requirements. The plaintiff bears the burden of providing the court with an adequate basis for certifying a class. LIke with any burden, that means that ties go to the other party (in this case, the defendant). If the plaintiff has pled a class action that can't be certified because of an insurmountable legal defect, there is no reason to engage in discovery that cannot cure that defect. This is the exact same reason that we require a plaintiff both to prove her case by a preponderance of the evidence, but also allow the defendant to file a motion to dismiss.

More importantly, Dean Klonoff does not address the actual new requirement imposed by Rule 23(c)(1)(B), which requires a detailed order from courts certifying a class. Without actual evidence from plaintiffs, courts will find it hard to meet this new requirement.

Interestingly, Dean Klonoff does think that courts should resolve Daubert questions before certification, because they are about the admissibility of evidence, rather than proof of the merits.

Ascertainability. Dean Klonoff also worries about courts' increased focus on the viability of class definitions.

Indeed, the trend of more exacting scrutiny of class definitions has been recognized by one of the nation’s leading class action defense attorneys, John Beisner. In a recent article, Beisner noted that “more and more decisions are turning on the requirement of an ascertainable class definition.” He thus urged class action defense counsel to look for ways to challenge the class definition.

(Internal footnotes omitted.) According to Klonoff, a "more measured" approach would be to allow the plaintiffs to amend their class definition whenever it is challenged. And, in many cases, that is exactly what a court will do. But sometimes amending a class definition is simply futile: if there is no common issue uniting the class, then any definition will be either overbroad or impermissibly merits-based.

Numerosity. Dean Klonoff has identified an important trend here. Prompted by a need for a more rigorous analysis, courts have expanded their analysis of numerosity. In particular, they have begun to question the assumptions plaintiffs make, and to look at the effect that geographic dispersion may have.

Although the case law is conflicting, plaintiffs are nonetheless at risk of losing on class certification if their numerosity argument is based on inference or on appeal to common sense. The strict approach adopted by some courts represents yet another troublesome trend. Indeed, the large number of successful challenges to numerosity—which was once the least demanding requirement of Rule 23(a)—is one of the most dramatic recent developments.

(Emphasis added.)  Both plaintiffs and defense can benefit from a greater understanding of this development.

Commonality. Not surprisingly, given his overall thesis, Dean Klonoff believes that the Supreme Court erred in its holding in Dukes. As he puts it:

The majority decision in Dukes cannot be squared with the text, structure, or history of Rule 23(a)(2). Nothing in the text of Rule 23(a)(2), or in the Advisory Committee Notes thereto, requires that the common question be central to the outcome. Instead of looking at the traditional methods of interpreting Rule 23(a)(2), the majority relied heavily on a law review article by Professor Nagareda.

Dean Klonoff also questions whether Nagareda was really writing about commonality, even though Nagareda makes makes it clear that he is referring to common questions in Rule 23 a number of times (both Rule 23(a)(2) and 23(b)(3) use the same term; it makes sense they would mean the same thing). This begs the question: Why would you want to certify a class where the common question was not central to the outcome of the case?  This, unfortunately, is not a question he answers. (Dean Klonoff does raise another interesting question, which is whether the use of the term "common question" in Rule 23 is the same as in Rules 20 and 42.)

Adequacy. After pointing out that he actually supports a more stringent adequacy requirement in general, Dean Klonoff argues that adequacy should not encompass claim-splitting.

There is, however, a disturbing trend in “adequacy” jurisprudence. That case law focuses not on the ability of class representatives and counsel to vigorously represent the class, but on counsel’s selection of the causes of action to assert. The argument is that, by not bringing all potentially viable claims, the representatives and counsel have (1) impermissibly “split” claims, thereby prohibiting class members (pursuant to res judicata) from later bringing those omitted claims, or (2) subjected class members to the risk that collateral estoppel could essentially nullify their remaining (unfiled) claims.

(Internal footnote omitted.)  Dean Klonoff's solution is simply to have courts state that collateral estoppel shall not apply to claims that could have been raised, but were not for strategic reasons. This is a disturbing suggestion on several levels, not least of which is that it undermines the balance that justifies class aggregation, that of the right to individual trials on the one hand, and the need for global resolution--for plaintiff or defendant--on the other.

Other Issues. Dean Klonoff also worries that plaintiffs cannot use Rule 23(b)(2) strategically to certify money damages classes that would not qualify under Rule 23(b)(3), and that courts have clamped down on fraud and multi-state class actions (the former because reliance is very difficult to prove on a classwide basis, the latter because plaintiffs have not offered any viable methods of certifying a nationwide class). He believes that these constitute "per se" rules against certification.

Klonoff doesn't have much practical advice for lawyers, instead he advocates forum-shopping to find more receptive circuits. (He recommends the Second, Third, and Ninth.) Instead, he largely critiques the holdings, and asks courts to hold differently going forward.

So the good news is that Dean Klonoff has published an actual work of doctrinal scholarship that can help lawyers, something we desperately need more of. The bad news is, it's clearly plaintiff-biased; but that's not really bad news. Dean Klonoff is a smart man who knows class-action law well; reading his analysis of the latest class certification cases will help any conscientious defense lawyer hone his arguments. The real bad news (call it the "ugly") is that these are apparently the best pro-certifictaion arguments. Rather than basing them on the case law as it stands, Klonoff instead questions the legitimacy of recent holdings:

They suggest a suspicion about class actions generally, premised on the assumption that the class action is a blunt instrument to coerce settlement and secure large attorneys’ fee awards.

In fact, as several class-action plaintiffs made clear at the DePaul Law Review Symposium, these are not the only arguments available to plaintiffs. Plaintiffs who actually meet the requirements of Rule 23--by avoiding individualized issues, providing evidence that each of the requirements are met, and engaging in comprehensive legal analysis where appropriate in multistate class actions--are on exceptionally strong footing at certification. When one's arguments all start out by assuming a premise like "courts should not be suspicious," then the battle is won or lost before any argument gets made. Either the judge is suspicious or she isn't, either she agrees that the text of Rule 23 is secondary to deterrence and efficiency, or she does not. At that point, all the arguments of this kind that exist are unlikely to change her mind from where she started.

(Hat tip to Professor Lahav at the Mass Tort Litigation Blog for finding the article.)

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Andrew J. Trask

photo of Andrew J. Trask Andrew Trask has defended more than 100 class actions, involving all stages of the litigation process. While his work hasMore...

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