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If you're a student currently attending an Atlanta education institution such as The Westminster Schools or Grady High School, Varsity Tutors would be happy to sign you up with a top-notch Atlanta SAT course. Many students begin to take the SAT as early as fall semester of their junior year in high school. The SAT is a comprehensive standardized exam that is used to assess the skills you will need in order to be successful in higher education courses. Accepted by all US colleges, the SAT is one of the first steps you will encounter when attempting to earn admission to the college or university of your choice. With so much riding on this critical exam, you will want to do everything you can to prepare to do your best when taking the SAT. Enrolling in an Atlanta SAT class can help you with creating a more efficient review schedule than you might be able to come up with on your own.
What can an Atlanta SAT course cover?
The SAT consists of three required sections as well as an optional SAT essay. If you elect to take the essay section, the entire SAT exam will take three hours and 50 minutes. Each section receives a separate sub-score that can provide insight into your particular strengths and areas of opportunity. The three required sections are the Reading, Writing and Language, and Math assessments. The Reading assessment evaluates your reading comprehension and reasoning skills. The Writing and Language test measures your grammar, punctuation, and sentence structure skills. The Math assessment tests your ability to understand and solve mathematical expressions. The optional Essay evaluates your capacity to understand and present an argument and support it with proper evidence. Let's take a closer look at the skills necessary to succeed in each section of the SAT, starting with the Math assessment of the exam.
The Math assessment of the SAT is actually split into two separate parts. Together, the parts consist of 58 questions, which you must finish within 80 minutes. You are only permitted to use a calculator on one of these parts. This portion of the exam assesses your ability to solve problems using linear systems and equations. You want to practice your ability to analyze real-world problems and determine the essential elements required to solve it. You will need to represent the problem mathematically in order to come to a solution. An SAT prep course can help you practice solving problems quickly by identifying and using the most effective process.
The next section is the Reading section, which consists of 52 questions. You will have 65 minutes to read various passages that can come from classic world literature, US founding documents, sociology articles, or science passages involving foundational concepts in physics or biology. You will need to examine the passages to find evidence to support an answer or provide the basis for a logical conclusion. An SAT prep course can assist you in practicing utilizing context clues in order to infer what a phrase or word means.
The Writing and Language assessment of the SAT lasts for 35 minutes. You will need to answer 44 multiple choice questions. All questions can be answered using the provided written passages so you will not need prior knowledge of the information found in the provided texts. Some of these passages may include graphs, tables, or charts. You are required to improve how passages develop information and ideas in the section by sharpening argumentative claims and adding relevant evidence. Your SAT prep course can help you practice improving word choice using context clues and your ability to make a passage more concise or understandable. You will want to work on your ability to change words, clauses, sentences, or punctuation in order to improve clarity.
If you elect to participate in the SAT Essay assessment, you will need to read a passage and consider the author's use of evidence and reasoning to develop his or her ideas and connect these claims with evidence. Your essay will not explain whether or not you agree with the author's claims but will evaluate the author's argument and persuasive abilities. This is your chance to showcase your ability to produce a focused and well thought out essay using standard written English rules. With only 50 minutes to complete this portion of the SAT, you will want to make sure to plan and present your argument within an appropriate amount of time to allow you to go back and edit your essay for clarity.
No matter which of these skills you want extra help with, Varsity Tutors is here to support you as you review for exam day.
What are the benefits of taking an Atlanta SAT course through Varsity Tutors?
When you take an Atlanta SAT class, you'll gain access to an online collaborative learning environment where you can join a knowledgeable teacher and classmates. Our rigorous interview process ensures that your instructor will be highly qualified and a good communicator. You'll have the opportunity to engage in group discussions and participate in group activities as you review the skills necessary to do well on the SAT. These kind of collaborative activities have been shown to deep in a students understanding of the concepts being reviewed and can make learning more enjoyable.
You'll have the option to choose between a two-week course and a four-week course. New class sessions begin each week so you can begin your SAT review at any time. That just makes it extremely easy to fit SAT review into your busy schedule between classes and extracurricular activities.
How do I sign up for an Atlanta SAT course?
When you decide to take an Atlanta SAT class, all you need to do is call Varsity Tutors and speak with one of our Educational Consultants. We will take the time to determine your exact scheduling and instructional needs and sign you up for the right class session to fit within your SAT timeline. If you're ready to get started and invest in your future, call Varsity Tutors today and sign up for one of our online Atlanta SAT prep course sessions.
Sahar: Atlanta SAT course instructor
I am a junior at Emory University in Atlanta, Georgia double majoring in Political Science and Psychology. I have previous tutoring experience in ACT, reading, writing, math, and history. ... I don't have one teaching philosophy. Every student has a different learning style, and I try my hardest to accommodate all learning habits.
Education & Certification
- Emory University - Current Undergrad, Political Science and Psychology
Subject Expertise
- SAT
- ACT
- Advanced Placement
- AP Environmental Science
- +100 subjects
Jade: Atlanta SAT course instructor
I've always loved helping people, even my friends when we were in the same classes. It brings me a lot of satisfaction when I help a student feel more confident in what they are learning. It is so rewarding when I am able to relieve the stigma of certain subjects, especially math, in order for a student to perform well. I hope my work with different students is able to promote the importance of education!
Education & Certification
- Emory University - Bachelors, Math & Computer Science
Subject Expertise
- SAT
- Algebra 3/4
- Geometry
- Algebra 2
- +20 subjects
Catherine: Atlanta SAT course instructor
Hi, I'm Catherine! I have over eight years of experience working with students ages 6 through 18. I have an engineering degree from Georgia Tech and I am confident I can support you in your math needs. My passion for teaching has driven me to work hard to teach students in ways that match their learning styles.... Tutoring is student-led in that students are encouraged to ask questions, and I'll guide them to the solution.... Discuss expectations! We can't consider a tutoring session to be a success unless we have a goal in mind. The student and I (and occasionally their parent) will discuss what we would like to work on, and we discuss after a session what was covered.
Education & Certification
- Georgia Institute of Technology-Main Campus - Bachelors, Civil Engineering
Subject Expertise
- SAT
- SSAT
- Pre-Calculus
- Elementary School Math
- +22 subjects
Jordy: Atlanta SAT course instructor
...have worked various jobs in industry and consulting with my most recent being with a company called Revenue Analytics based in Atlanta, GA. I recently left RA to pursue a passion in flying, so I am now working with ATP Flight School to become a professional pilot! I love to learn and grow my mind and knowledge- and love to share the process of learning with others! My preference is in-person tutoring as it provides...
Education & Certification
- Georgia Institute of Technology-Main Campus - Bachelor of Science, Industrial Engineering
Subject Expertise
- SAT
- ACT
- ACT Reading
- Algebra
- +15 subjects
Shane: Atlanta SAT course instructor
...a Big Four accounting firm, primarily working with public clients. During that time, I took and passed all CPA exams. Currently, I work as an accounting supervisor for a Fortune 25 company in Atlanta, GA. While I tutor a broad range of subjects, I am most passionate about accounting and math. While a grad student, I was a TA. All students that visited me in office hours received a higher score on their second exam...
Education & Certification
- Miami University-Oxford - Bachelor of Science, Accounting
- Miami University-Oxford - Masters in Business Administration, Accounting
Subject Expertise
- SAT
- ACT
- SHSAT
- STAAR Grades 3-8
- +58 subjects
Burhanuddin: Atlanta SAT course instructor
...a 5-year-old, then they do not understand it enough. When I teach my students, I try my best to make sure they can achieve this deep level of understanding in whatever subject they are studying. I have tutored professionally for Mathnasium where I tutored math in all levels ranging from algebra to single variable calculus, and have tutored privately in subjects such as quantum mechanics, and introductory physics. In my free time, I enjoy playing...
Education & Certification
- Georgia Institute of Technology-Main Campus - Bachelor of Science, Physics
Subject Expertise
- SAT
- ACT
- SAT Subject Tests
- Multivariable Calculus
- +43 subjects
Sonica: Atlanta SAT course instructor
...Laude Distinction and an AP Scholar with Distinction award. I participated in piano and dance, graduating with diplomas from both, and was involved in FBLA, BETA Club, Dance Team, ICE, ITAV, and much more. I also have graduated from Georgia Tech with a bachelors degree in Computer Science with highest honors. I currently work as a software engineer in NYC. I hope to help students achieve their full potential, and I look forward to our...
Education & Certification
- Georgia Institute of Technology-Main Campus - Current Undergrad Student, Computer Science
Subject Expertise
- SAT
- ACT
- College English
- Psychology
- +61 subjects
Christiana: Atlanta SAT course instructor
I am a recent graduate from Duke University, with experience in SAT and ACT tutoring as well as high school Advanced Placement math (Calculus AB/BC), history (World History and US history), and english (Literature and Language) tutoring. I studied Chemistry and Public Policy Studies at Duke, and I look forward to using my tutoring skills to assist!
Education & Certification
- Duke University - Bachelor in Arts, Public Policy Analysis
Subject Expertise
- SAT
- ACT
- Pre-Algebra
- Elementary School Writing
- +54 subjects
Tahmeed: Atlanta SAT course instructor
I am a recent graduate of Emory University, where I studied Mathematics and Philosophy. I have over three years of experience tutoring middle-school to high-school students in math, science, and test prep. I think every student learns differently, and the most important job of a tutor is to tailor his or her style of teaching to each student's unique way of thinking.
Education & Certification
- Emory University - Current Undergrad, Computer Science + Philosophy
Subject Expertise
- SAT
- SAT Subject Tests
- ACT
- PSAT
- +44 subjects
Kerri: Atlanta SAT course instructor
My name is Kerri, and I'm a recent Master's graduate who just recently moved back home to the Atlanta area. I have a broad scientific background in biology, math, chemistry, psychology, neuroscience, and anatomy but have specialized my career in the direction of marine biology and animal behavior in particular. I'm great with kids and have a passion for math and science, and love to help out!
Education & Certification
- Duke University - Bachelor of Science, Evolutionary Anthropology, Marine Biology
- University of St Andrews - Unknown, Marine Mammal Science
Subject Expertise
- SAT
- SSAT
- ACT
- Advanced Placement
- +45 subjects
Priya: Atlanta SAT course instructor
...As a result, I work with students to find the right resources and learning techniques to assist them in their journeys. In addition to tutoring, I have several interests that I pursue in my spare time. Throughout college, I was involved with research in a neurology lab studying Alzheimer's Disease, and was very fortunate to have our work published. Furthermore, I enjoy singing and was an active member of Suri, our bollywood fusion a cappella...
Education & Certification
- Emory University - Bachelor of Science, Biology, General
Subject Expertise
- SAT
- ACT
- Essay Editing
- ACT Science
- +41 subjects
Jonathan: Atlanta SAT course instructor
...have enjoyed working with elementary school through college age students in a wide range of subjects. As my BA hints, I have earned a liberal arts education at a rigorous and stimulating institution, where critical thinking is the first priority. I believe your student will benefit as I have from learning how to approach any problem. This flexibility is, in my opinion, much more useful than memorizing superficial solution procedures often taught in schools. Let's...
Education & Certification
- Carleton College - Bachelor in Arts, Physics & Astronomy
Subject Expertise
- SAT
- Math
- Algebra
- Middle School Math
- +21 subjects
Kenneth: Atlanta SAT course instructor
...Kenneth, and I am a current candidate for a Master of Arts in Teaching (MAT) degree from Emory University. I previously completed my bachelor's in physics also at Emory. I intend to teach high school physics at the 11th or 12th grade level. I am currently conducting my pre-service teaching internship at various levels of secondary education. I have worked as a Teaching Assistant for Astronomy for two years, and as a personal tutor for...
Education & Certification
- Emory University - Bachelor of Science, Physics
Subject Expertise
- SAT
- Geometry
- Trigonometry
- High School Chemistry
- +19 subjects
Jean: Atlanta SAT course instructor
...career as an attorney. I am passionate about continuing my work in education through tutoring. I enjoy tutoring many subjects, particularly History, SAT Reading and Writing, College Essays, and Spanish. I love assisting students in implementing simple but effective changes in their preparation for Standardized Tests that show immediate results. I find this motivates students to continue through struggles in their educational pursuits. When I am not working, I enjoy yoga, running, cooking, traveling and...
Education & Certification
- Duke University - Bachelor in Arts, History
- University of North Carolina at Chapel Hill School of Law - Juris Doctor, Law
Subject Expertise
- SAT
- Advanced Placement
- SAT Subject Tests
- PSAT
- +72 subjects
John: Atlanta SAT course instructor
...energy that will kick-start students into getting excited about their subjects. I read and write every day, and am preparing a collection of my short stories for publication. I also write and perform for a comedy group in Athens, and play in a rock and roll band called Ghost Lights. I like to have fun, but I also recognize that discipline and hard work are essential to personal well-being, especially in school. Knowledge is power,...
Education & Certification
- University of Georgia - Bachelor in Arts, English and History
Subject Expertise
- SAT
- PSAT
- ISEE
- SSAT
- +26 subjects
Laurel: Atlanta SAT course instructor
...(and teaching) high level math and physics full time during my stint in grad school, and look forward to passing on my expertise to you. I have extensive teaching experience, with subjects ranging from basic math, to SAT and GRE test prep, to college- and graduate-level physics. I've worked with high school students, 10 year olds, and folks old enough to be my parents, all with great success. If you find math and physics difficult,...
Education & Certification
- Massachusetts Institute of Technology - Bachelor of Science, Physics
- University of California-Santa Cruz - Master of Science, Astronomy & Astrophysics
Subject Expertise
- SAT
- SAT Subject Tests
- PSAT
- Algebra 2
- +36 subjects
Vince: Atlanta SAT course instructor
...Act Advisory Committee for President George H.W. Bush, and the Environmental Technology Export Council for President Clinton. My goal is to inspire students and help them prepare for opportunities in the rapidly growing STEM fields. I am certified to teach Mathematics and Physics in Grades 6-12. I enjoy tutoring students in physics, all types of math, and standardized test preparation. In my spare time, I enjoy reading, writing and consulting in national policy matters.... Socio-cultural Philosophy of Education "Ensuring that Every Child Learns Mathematics" As Ayn Rand observed in her Introduction to the Objectivist Epistemology, “Man’s mathematical and conceptual abilities develop simultaneously.” (Rand, 1970) Mathematics is the product of abstraction and logical reasoning; two skills essential for Information Age (knowledge) workers in the 21st Century. It is used and understood throughout the world in such important fields as the natural and social sciences, engineering, and medicine. As the Industrial Age continues to mature and decline, facility with mathematics and conceptualization has become a key element in the workforce’s ability to adapt and thrive as knowledge workers. When I first read about Dr. Robert P. Moses and The Algebra Project (Moses, 2001), I was struck by his proposals for providing students with “evidence” for the mathematics being taught. The five-step circular process he described was virtually identical to the process I was mentored through as an apprentice engineer, and it resonated with my earliest social training. Epistemic Position My first introduction to social philosophy came during the late 1950’s at the feet of my father, a Sociologist with the NYC Welfare Department, and my great uncle, a Roman Catholic Monsignor and head of the New York Catholic School System. John Dewey’s Democracy and Education (Dewey, 1916) was a staple of discussion, and impactful enough to inspire an impressionable young man to publish an article in the Chicago Tribune in 1969 on the topic. Revisiting Dewey today Renee Hobbs observes, “Dewey asserted that learning cannot be standardized because it always takes place against the backdrop of the learner’s particular knowledge and life experiences. For this reason, he suggested that teachers tie new material to their students’ individual perspectives and give them the freedom to subject it to testing and debate.” (Hobbs, 2011) And, Tom Leddy reminds us that, “To Dewey each individual was an organism situated in a biological and social environment in which problems were constantly emerging, forcing the individual to reflect, act, and learn. Dewey, following William James, held that knowledge arises from reflection upon our actions and that the worth of a putative item of knowledge is directly correlated with the problem-solving success of the actions performed under its guidance. (Leddy, 2008) The dual emphasis on problem-solving and the relevance of the social environment on the individual’s motivation to reflect, act and learn is as relevant to the challenges faced at inner city schools today as it was 100 years ago. Vision and Rationale for an Optimal Student Learning Environment I am impressed by the TARGETS approach to task, autonomy, recognition, evaluation, time and social support evocated by ¬Anderman and Anderman, 2009, and summarized by Ormrod (2012) as follows: • Classroom Tasks affect motivation. • The amount of Autonomy students have affects motivation, especially intrinsic motivation • The amount and nature of Recognition students receive affects their motivation. • The Grouping procedures in the classroom affect motivation. • The forms of Evaluation in the classroom affect motivation. • How teachers schedule Time affects motivation. • The amount of Social Support students believe they have in the classroom affects motivation. Description of and Rationale for Proposed Teaching Strategies The afore-mentioned TARGETS Program contains both the description and the rationale for the specific teaching strategies that will be implemented in my classroom. • Present new topics through interesting, engaging, and perhaps emotionally charted tasks that are relevant to student’s lives and goals. Promote understanding rather than rote learning, and provide students with the scaffolding required for success. • Give students choices about what they learn, when possible, and teach self-regulation strategies. Have students take leadership roles in the classroom with responsibility for regulating practices and policies. • Acknowledge personal and social achievements in addition to academic ones, and reward incremental improvement. Tie students’ efforts to their successes, and use concrete reinforcers only when intrinsic motivation fails. • Provide group interaction (cooperative learning, peer tutoring), and create small-group activities where everyone can taste success. Teach the requisite social skills. • Create specific, clearly understood evaluation criteria. Discourage competition, and provide specific feedback on what students do well, and practical suggestions on improvement. • Give students sufficient time for mastery over important concepts and skills. Build variety and change-of-pace into the program, and let student interests dictate certain activities. • Create a general atmosphere of mutual caring, respect and support for all class members. Convey affection and respect for every student and project a sincere eagerness to help every student succeed. Create situations where students feel comfortable participating actively in classroom activities. Mathematics should be taught in this way for two very important reasons: 1. Workforce entrants today are not adequately prepared to contribute in companies in the most dynamic fields. High tech companies increasingly recruit knowledge workers trained in the STEM disciplines, while low-tech jobs get outsourced to emerging economies like India and China, where middle class lifestyle expectations are much lower than they are in the United States. As I frequently advise young men and women, in the economy of the future, George Jetson will not earn a middle class living as a digital operator (pushing a button) in a high-tech factory. To reverse a decade’s long decline in the U.S. Middle Class and average worker salaries, and return to full employment, we must give every student the tools they need in our high-tech economy. 2. Workers graduated with degrees in STEM disciplines need to be prepared for work in team-oriented, problem solving companies that value the sharing of expertise. This means being prepared to work effectively in multi-disciplinary, multicultural settings; being capable of reducing complex problems to abstractions that can be systematically and intuitively understood, modeled and solved; and being prepared to exercise leadership when necessary. I would address the first issue by following Dr. Shirley M. McBay’s recommendations in “Improving Education for Minorities.” We can stop segregating students by ability, and ensure that our classrooms promote rather than discourage the education of minorities and at-risk students. Here, too, the contributions of educators like Dr. Robert P. Moses in the Algebra Project address not only previously disenfranchised students but, as we observed, they fill important gaps in the education of even our most privileged scientists and engineers. Teaching techniques like cooperative learning and peer tutoring, directly address the development of the kind of team-oriented problem solving skills prized by high-tech industry, while also serving to lift the achievement level of every participant. My goal is to use my years of experience with mathematics applied across a broad range of industries and functional roles, and my experience dealing in a multicultural, multinational setting with people running the gamut from construction workers, to research engineers, to sophisticated Boards of Directors; and apply it to presenting Dr. Moses’ “evidence” to students of the Atlanta Public School System in the kind of visceral and authentic way that will prepare them for success in what lies ahead. In so doing, my hope is to develop a culture of problem solving in my classroom where students see each knew problem as a challenge to be relished, and one for which they have the tools and support to successfully solve. In that “Authentic activities can increase the probability that students will transfer knowledge, skills and problem-solving strategies to real-world contexts;” (Ormond, 2012) my goal will be to use my background to develop the kind of authentic activities that can ultimately meet Dewey’s criteria “that the worth of a putative item of knowledge is directly correlated with the problem-solving success of the actions performed under its guidance.” (Leddy, 2008) Theory of learning most consistent with my Learning Philosophy Contemporary Cognitivism (Ormrod, 2012) is the learning theory most consistent with my personal philosophy; and most particularly the Contextual Theories often referred to as Sociocultural Theory with its roots in Vygotsky’s theory of cognitive development. In particular, I plan to implement some of the problem-based learning (PBL) strategies (Ormond, 2012) for collaborative inquiry that is in such high demand in the private sector in this Information Age. In this, I can bring to bear my extensive experience in the STEM fields and such relevant markets as Energy, Environment and Community Development. References 1. Anderman, L.H. and Anderman, E. M., (2009) Oriented towards mastery: Promoting positive motivational tools for students, in R. Gilman, E.S. Huebner, & M.J. Furlong (Eds.) Handbook od positive psychology in schools, (pp. 161-173) New York, Routledge. 2. Dewey, J., 1916, Democracy and Education: An Introduction to the Philosophy of Education, New York: Macmillan. 3. Hobbs, Renee. Digital and Media Literacy: Connecting Culture and Classroom. Thousand Oaks, CA: Corwin, 2011. 4. Leddy, Tom, “Dewey’s Aesthetics”, The Stanford Encyclopedia of Philosophy (Fall 2008 Edition), Edward N. Zalta (ed.), URL = <http://plato.stanford.edu/archives/fall2008/entries/dewey-aesthetics/>. 5. Shirley M. McBay, Improving Education for Minorities. Office of the Dean for Student Affairs, MIT, Cambridge, Mass.: 1986. 6. Moses Robert P. and Cobb, Charles, Radical Equations: Civil Rights from Mississippi to the Algebra Project, Beacon Press, 2001. 7. Ormrod, Jeanne Ellis, Human Learning. 6th Edition. Pearson 2012. 8. Rand, A. 1966–67. Introduction to Objectivist Epistemology. 2nd edition. Meridian 1970.
Education & Certification
- Southern Methodist University - Bachelors, Civil Engineering
- Georgia State University - Masters, MAT-Mathematics
Subject Expertise
- SAT
- PSAT
- ACT
- LSAT Logical Reasoning
- +33 subjects
Anna: Atlanta SAT course instructor
...seeing their work become stronger across each draft they revise. When working with students in my literature classes at UVa and the North Carolina Governor's School, I especially enjoy helping students develop strategies for careful, critical reading. My years of teaching and tutoring have led me to the firm belief that literary analysis and clear writing are not mysterious talents that you either have or you don'tinstead, I believe anyone can become a better interpreter...
Education & Certification
- Duke University - Bachelor in Arts, Literature and Cultural Theory
- University of Virginia-Main Campus - PHD, English Language and Literature
Subject Expertise
- SAT
- SAT Subject Tests
- PSAT
- GRE Analytical Writing
- +22 subjects
Liban: Atlanta SAT course instructor
...track record with student improvement and can guarantee better academic performance. I have experience with test prep, as well, such as the ACT, SAT, SSAT, ISEE, PSAT, and GED. I have worked with numerous students preparing for them for these exams and I thoroughly enjoy seeing their confidence grow. Although I approach each student uniquely, I use a two step method to maximize academic success. The first step is a detailed analysis of how the...
Education & Certification
- Emory University - Bachelor of Science, Mathematics/Economics
Subject Expertise
- SAT
- ISEE
- ASVAB
- PSAT
- +83 subjects
Rahul Wadhwani: Atlanta SAT course instructor
...a cardiologist. During this difficult time, my goal is to make some impact on society by helping students out. As much as helping students benefits them, it benefits me equally or even more sometimes! My favorite subject to tutor would include pretty much all mathematics and sciences, especially algebra and chemistry! I would say I am pretty social and friendly so I hope to make our tutoring relationship as fun and efficient as possible. I...
Education & Certification
- Georgia Institute of Technology-Main Campus - Bachelor of Science, Neuroscience
Subject Expertise
- SAT
- ACT
- SAT Subject Tests
- AP Chemistry
- +56 subjects