Remedial education faces obstacles in young students’ entrenched beliefs about the value of learning and in how these values may affect their competency in areas such as reading comprehension. One problem for the design of supplemental programs in is establishing whether they are effective in changing students’ concepts about education and, thereby, effective at engaging students in active learning modalities. Latent semantic analysis (LSA) is one way to measure conceptual structures that could help to determine effective methodologies in specific pedagogical domains. I present an example of using LSA to establish the relations between concepts, and then describe how this method will be applied to measuring conceptual changes in students relative to certain educational goals.