Stacey Brockman

Stacey Brockman

Assistant Professor of Educational Leadership and Policy Studies

313-577-9321

stacey.brockman@wayne.edu, hq3675@wayne.edu

http://www.staceybrockman.com

Summer 2024 Office Hours: By appointment: https://bit.ly/brockman_appt

371 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

Responsibilities

 Educational Leadership & Policy Studies, Administrative & Organizational Studies

Biography

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

Forging a Path to College Persistence: An Experimental Evaluation of the Detroit Promise Path Program

Brockman, S. L., Camo-Biogradlija, J., Ratledge, A., O’Donoghue, R., Baum, M. Y., & Jacob, B. (2024). Forging a Path to College Persistence: An Experimental Evaluation of the Detroit Promise Path Program. Educational Evaluation and Policy Analysis, 0(0), 01623737241230474.

Keywords

Community college coaching
High-need students
Persistence
Randomized trial

Detroit students who obtain a college degree overcome many obstacles to do so. This article reports the results of a randomized evaluation of a program meant to provide support to low-income community college students. The Detroit Promise Path program was designed to complement an existing College Promise scholarship, providing students with coaching, summer engagement, and financial incentives. The evaluation found that students offered the program enrolled in more semesters and earned more credits compared with those offered the scholarship alone. However, at the 3-year mark, there were no discernable impacts on degrees earned. This article examines systemic barriers to degree completion and offers lessons for the design of interventions to increase equity in postsecondary attainment.

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.

Keywords

Mentoring
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.

Publications

Brockman, S. L., Camo-Biogradlija, J., Ratledge, A., O’Donoghue, R., Baum, M., and Jacob, B. (2024) Forging a path to college persistence: An evaluation of the Detroit Promise Path program. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737241230474
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. http://dx.doi.org/10.1080/19345747.2023.2186291

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. https://doi.org/10.3102/0002831219872952

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. https://doi.org/10.1177/0022487118791992

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.

Courses taught by Stacey Brockman

Winter Term 2024

Fall Term 2023

Recent university news spotlights

← Return to listing