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MEAP Success

The A.G.B.U. Alex and Marie Manoogian School will be implementing the Strategic Intervention for MEAP Success (SIMS) program. As an evaluation grant program, SIMS tests a promising hypothesis concerning an innovative approach to using the Scantron Computer Adaptive Performance SeriesTM (PST) assessment to enhance student preparedness.

Project Background

Research by Dr. Hosep Torossian, principal at the A.G.B.U. Manoogian School, showed that the Scantron Computer Adaptive Performance Series™ (PST) can be effectively used to identify students who are in danger of poor performance on specific components of the MEAP test.  Based on PST performance, The A.G.B.U. Alex and Marie Manoogian School have selected a group of students who will be provided with supplemental tutoring services that address specific academic weaknesses of individual students.  Additional PST assessments will be incorporated into these tutoring services in order to custom tailor the tutoring as each student progresses and either masters or continues to struggle with various skill sets.  The goal is that the immediate feedback provided by the PST will allow this tutoring intervention program to: 1) effectively promote increased student proficiency on MEAP tests in math and ELA, 2) effectively promote a general increase in student learning by giving teachers tools to succeed, and 3) promote an increased sense of self-efficacy on the part of students, parents, and teachers. 

The research design for the SIMS program is quasi-experimental in nature.  At the Manoogian school and the three partner schools, students in the treatment group have been selected based on their PST scores; lower performing students – 10 per participating teacher – and are identified as “at-risk of MEAP failure.”  These students and their parents are provided with services to help students progress in their identified areas of weakness.  Following this "treatment," student progress is assessed through a number of direct and indirect measures to determine the nature of the progress these students have made in their skill-deficient areas.

 For further information about this research and its implementation, please contact Dr. Hosep Torossian at


Michigan Department of Education