Stacey Brockman

Stacey Brockman

Assistant Professor of Educational Leadership and Policy Studies


Winter 2024 Office Hours: T: 11am-12:30pm and 3-4pm; W: 8-9am; and by appointment:

387 Education Building

Stacey Brockman

Degrees and Certifications

Ph.D., Educational Studies, University of Michigan, 2021
M.A., Education, Stanford University, 2008
California Teaching Credential, Social Science, 2008
M.S., Industrial and Labor Relations, Cornell University, 2007
B.S., Industrial and Labor Relations, Cornell University, 2006


 Educational Leadership & Policy Studies, Administrative & Organizational Studies


Stacey L. Brockman, Ph.D. is an assistant professor of educational leadership and policy studies at Wayne State University. Dr. Brockman spent a significant portion of her career as a high school teacher, teacher educator, and intervention specialist. Through that work, she developed an understanding of how educational policies and environments shape students' college and career readiness and pathways.

Brockman's work aims to advance equitable access to postsecondary education. She conducts partner-engaged research alongside school leaders and policy-makers that informs the implementation of educational programs and policies. Her recent research has examined Detroit high school graduates' college access and pathways; the ways in which career mentoring can shape high schoolers' readiness for college; and the impacts of the Detroit Promise Path community college coaching program.

Learn more about Dr. Brockman's work here

View Dr. Brockman's CV here

Area of Expertise

  • Educational programs and polices that promote equity in college access and success
  • Partner-engaged research on school- and community-based programs
  • Experimental and quasi-experimental methods to identify the causal impacts of educational interventions
  • Postsecondary pathways of Detroit high school graduates

Research Interests

I study the assets and constraints that shape students' college and career readiness and pathways. My scholarship spans K-12 and higher education contexts and is focused on reducing inequities in postsecondary education access, persistence, and success. My multiple-method program of research uses quantitative methods, primarily quasi-experimental and experimental designs, to identify the causal impacts of educational interventions on student outcomes, as well as qualitative analyses of students' perceptions and experiences. For many of my research studies, I partner with educational agencies to conduct evaluations of their policies and programs. I view this work as critical and complementary to my research interests. In addition to answering theoretical questions in the literature, I believe it is imperative to support agencies’ current efforts towards improving the opportunities of their most marginalized students.

Featured publications

Can Nudging Mentors Weaken Student Support? Experimental Evidence from a Virtual Communication Intervention

Stacey L. Brockman (2023) Can Nudging Mentors Weaken Student Support? Experimental Evidence from a Virtual Communication Intervention, Journal of Research on Educational Effectiveness.


Behavioral intervention
Randomized control trial

This paper presents results from an experimental evaluation of an intervention designed to enhance virtual student support. During the 2019–2020 school year, randomly selected mentors in a school-based mentoring program received monthly reminders with tips for communicating with youth via text, email, and phone. Unexpectedly, the results showed that although the nudges did not impact the frequency of mentor outreach (student-reported), they reduced the rate at which students reached out (mentor-reported) and saw themselves as responsive to their mentors. Moreover, and possibly as a consequence, mentors who received the intervention felt less connected to students and less satisfied with their mentoring relationships, and treated students gained less than comparison students from the mentoring program as a whole in terms of their personal and attitudinal growth. The findings add important nuance to the evidence on how behavioral interventions in educational contexts operate. Although past studies find that nudges can support engagement in discrete tasks, these findings suggest that prescribing relational practices may be less effective. Thus, mentor supports must be carefully designed in order to yield the intended benefits for students.


Brockman, S. L., Camo-Biogradlija, J., Ratledge, A., O’Donoghue, R., Baum, M., and Jacob, B. (Forthcoming, 2024) Forging a path to college persistence: An evaluation of the Detroit Promise Path program. Educational Evaluation and Policy Analysis.
Released as EdWorkingPaper: 23-745, Annenberg Institute at Brown University.

Brockman, S. L., (2023) Can nudging mentors weaken student support? Unexpected results of a virtual communication experiment. Journal of Research on Educational Effectiveness.

Ronfeldt, M., Bardelli, E., Brockman, S. L., and Mullman, H. (2020). Will mentoring a student teacher harm my evaluation scores? Effects of serving as a cooperating. American Educational Research Journal. 57(3), 1392–1437.

Ronfeldt, M., Brockman, S. L., and Campbell, S. L. (2018), Does cooperating teachers’ instructional effectiveness improve preservice teachers’ future performance? Educational Researcher. 47(7), 405-418.

Matsko Kapadia, K., Ronfeldt, M., Nolan, H.G., Reininger, M., and Brockman, S. L. (2018), Cooperating Teacher as Model and Coach: A District-Wide Portrait. Journal of Teacher Education. 71(1), 41-62.

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