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Jai
I'm a recent Stanford graduate (Electrical Engineering and Computer Science), and have been working at a major Management Consulting firm for a few years now. I personally scored a 2360 (out of 2400) on the SAT and 35 on the ACT and was successful in gaining admission to several top universities. I'...
Stanford University
Bachelors in Electrical Engineering and Computer Science
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Kate
I'm available to tutor biology, chemistry, physics, math from Algebra up through AP Calculus, SAT test prep, and French. I've been tutoring students in science and math for 7 years. I also spent 8 months working and studying in France, and have tutored high school and adult students in French. When ...
Massachusetts Institute of Technology
Masters, Environmental Engineering
Massachusetts Institute of Technology
Bachelors
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I am a licensed physician from Florida who is currently changing careers. I graduated from the University of Pennsylvania in 2009 and have extensive tutoring and editing experience. While a student, I became a certified writing tutor through the Critical Writing Department. Since I completed my writ...
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University of Pennsylvania
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University of Pennsylvania
undergraduate
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Rhea
I am a current student at the University of Chicago. I am working towards a Bachelor of Science in Biological Sciences, and I am on the pre-medical track. I am extremely passionate about tutoring, and I have several years of experience tutoring students in my high school's learning center in various...
University of Chicago
Bachelor of Science, Biology, General
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Erika
I am available to tutor middle and high school math, history and test prep. I have tutored math and history in the past and I previously taught a test prep course at a school in Hanoi, Vietnam. I have a lot of experience teaching all the need-to-know tricks to doing great on the SATS/ACTS! When I am...
Harvard University
Master of Public Policy, Public Policy
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6+ years
Jeffrey
I am enrolled in the Mechanical Engineering PhD program at Rice University which will begin Fall 2020, and I am hoping to return to academia as a professor after earning my PhD. In the meantime, I am looking to share my passion for gaining knowledge, specifically in STEM, by educating the up and com...
University of Notre Dame
Bachelor of Science
Rice University
Doctor of Philosophy, Mechanical Engineering
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Tony
I am a recent graduate of Yale University and incoming first year medical student at Columbia University. Originally from the DC area, I have always had a passion for science and medicine and pursued a degree in Biology while at Yale. During the 2008-2009 academic year, I tutored science, math, Engl...
Yale University
Bachelor of Science in Biology
Certified Tutor
9+ years
Annie
I am currently a second year medical student. I was a Physiological Sciences major at UCLA (class of 2015), and pursued research during my gap year between undergrad and medical school.
University of California Los Angeles
Bachelors, Physiological Sciences
Drexel University College of Medicine
Current Grad Student, MD
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10+ years
Samantha
I'm a first-year medical student and recent graduate from Duke University, where I studied Global Health Determinants, Behaviors, and Interventions. From running a piano program at a nonprofit children's theatre to private tutoring in math, science, and standardized test prep, I enjoy helping my stu...
Duke University
Bachelors in Global Health Determinants, Behaviors, and Interventions
Harvard Medical School
Current Grad Student, MD
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13+ years
MaryAnn
I am a published author who has enjoyed “coaching” our daughter, as she navigated through high school, college and graduate school. I mentor college juniors who are seeking careers in financial services, and I serve as a peer resource to professionals who are transitioning from private industry to t...
University of Pittsburgh
Bachelor of Science, English, Psychology
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Frequently Asked Questions
Students typically find supply and demand curves, elasticity calculations, and consumer/producer surplus the most conceptually difficult. Many struggle with understanding how price changes ripple through markets and why firms make specific production decisions at different price points. Utility maximization and indifference curves also trip up students who haven't built strong graphical reasoning skills. A tutor can break these down step-by-step, starting with real-world examples before moving to formal economic models.
AP Microeconomics is heavily graph-dependent—you need to interpret supply/demand shifts, understand deadweight loss areas, and recognize how taxes or price controls appear on diagrams. Many 9th graders haven't developed the visual-spatial reasoning needed to quickly sketch and label these correctly under test pressure. Tutors focus on building graph fluency through repeated practice with variations (shifts vs. movements, different market structures, international trade scenarios) so students can draw and explain them confidently on exam day.
The exam has 60 multiple-choice questions (70 minutes) and 3 free-response questions (50 minutes). A smart strategy is to move quickly through straightforward MC questions, flag conceptual ones for review, and save time for FRQs where you can earn partial credit by showing work. Many students lose points by rushing through graphs or misreading what a question is asking. Tutors help students practice pacing with full-length exams and teach them to identify question types ("Is this asking about price elasticity or income elasticity?") before diving into calculations.
FRQs typically ask you to draw a graph, identify equilibrium, calculate changes, and explain economic reasoning—often in 15-20 minutes. Students who succeed label axes clearly, show all work (even if the final number is wrong, you get credit for method), and write explanations in economic language ("quantity demanded decreases because of the substitution effect"). Tutors coach students to read the prompt twice, identify what graph is needed, and allocate time: 2-3 minutes planning, 8-10 minutes drawing/calculating, 3-5 minutes explaining the economics behind their answer.
Microeconomics concepts build on each other—understanding demand curves requires knowing about substitution effects, which connects to utility theory, which affects market equilibrium. Many 9th graders memorize definitions without seeing these connections, leading to confusion when questions combine multiple concepts. Experienced tutors map out concept relationships visually, show how a single scenario (like a price ceiling) affects consumer surplus, producer surplus, and deadweight loss simultaneously, and use consistent examples (like a coffee market) across topics so students see the big picture.
Common errors include confusing percentage changes with absolute changes when calculating elasticity, forgetting to use the midpoint method, misidentifying which area on a graph represents consumer or producer surplus, and incorrectly calculating deadweight loss from taxes or price controls. Students also struggle with opportunity cost calculations and comparative advantage problems that require careful setup. Tutors emphasize showing every step, using consistent notation, and checking answers by asking "Does this make economic sense?" For example, if you calculate that raising price increases total revenue, you should verify the good has inelastic demand before confirming your answer.
Most students benefit from consistent 5-7 hours per week of study starting 8-10 weeks before the exam, ramping up to 10+ hours in the final month. This includes reviewing notes, working through practice problems, taking full-length practice exams, and analyzing mistakes. For 9th graders taking AP early, tutoring sessions (typically 1-2 hours per week) can accelerate learning by targeting weak spots and teaching efficient problem-solving methods rather than having students struggle through textbooks alone. The key is spacing study over time—cramming the night before doesn't build the automaticity needed for graphs and calculations.
An excellent tutor understands not just economics concepts but also how 9th graders think—why they confuse price elasticity with income elasticity, how to scaffold graph-drawing so it becomes automatic, and how to translate real-world scenarios into economic models. They should be able to quickly diagnose whether a student's error is conceptual ("You don't understand what equilibrium means") or procedural ("You set up the elasticity formula correctly but made an arithmetic mistake"), then adjust their teaching accordingly. They should also be comfortable with both the mathematical side (calculations, algebra) and the intuitive side (explaining why firms produce where marginal cost equals marginal revenue).
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