I am available to tutor in a broad range of subjects, though I am most passionate about Economics, History, and Civics. Please feel free to contact me and I would be happy to arrange a session.

Scoring well on ACT Math isn't about knowing advanced concepts — it's about moving quickly and accurately through 60 questions that span pre-algebra to trigonometry. Talia earned a 36 composite and teaches students to recognize which problems deserve full work and which can be solved in under 30 seconds with the right shortcut. That kind of strategic pacing is often the difference between a good score and a great one.

Scoring a 35 ACT composite means Sydney tackled the Math section's full range — from coordinate geometry and trigonometric identities to probability and matrices — under real time pressure. She approaches ACT Math as a strategic exercise, teaching students which problems to solve algebraically, which to estimate, and how to manage pacing so they aren't rushing the final ten questions.

Scoring high on ACT Math means handling everything from pre-algebra ratios to trigonometric identities without slowing down, and Cindy's 36 composite came from knowing exactly when to solve algebraically versus when to backsolve or estimate. She teaches students to categorize problems on sight so they spend their time on the questions that actually challenge them. Her tutoring spans elementary math through calculus, so she can quickly identify and fill whatever gaps are costing points.

Scoring well on ACT Math isn't about knowing advanced calculus — it's about moving quickly through algebra, coordinate geometry, and trigonometry without second-guessing. Eunice earned a 35 composite and approaches the section by teaching students to recognize problem types on sight so they can pick the fastest solution path. She's particularly sharp on the pre-calculus and functions questions that trip up students in the later portion of the test.

I'm a current senior at Harvard University earning a double major in Environmental Science and Public Policy and Studies of Women, Gender, and Sexuality. During my time at Harvard, I've done a wide variety of education-related work. I've taught my own self-designed course on Feminism, Intersectionality, and Queer Theory to high school students in both the US and Vietnam, and I currently design and lead customized inclusivity trainings with Harvard's Office of Equity, Diversity, and Inclusion.

I am current student at Harvard Medical School. I attended Vassar College as an undergraduate where I studied Science, Technology and Society. I am a patient teacher and eager to work with students of all ages.

Scoring high on ACT Math isn't about knowing advanced topics — it's about solving pre-calculus and algebra problems quickly and without careless mistakes. Nikola pairs his Tufts math background with his own 35 ACT composite to teach efficient problem-solving shortcuts, especially on the coordinate geometry and trigonometry questions that appear late in the section.

I am personable and open with my students because I believe that forging an honest and mutually respectful relationship is fundamental for us to be successful in learning together. I hope to bring my experience, dedication and eagerness to work with a variety of students to Varsity Tutors.

Scoring a perfect 36 ACT composite gave Kristen firsthand knowledge of where the Math section tries to trip students up — especially on coordinate geometry, logarithms, and matrix questions that appear late in the test. She teaches pacing strategies alongside content, making sure students know which problems to attack quickly and which deserve an extra thirty seconds of setup.

Computer science at Harvard means Parita works with algebra, functions, and logic daily — the same core skills that drive the majority of ACT Math questions. She scored a 35 ACT composite and brings a programmer's instinct for breaking multi-step problems into efficient sequences, which is exactly the kind of thinking that saves time on the back half of the section. Rated 5.0 by students.

I am a third year student at Northeastern University. I am a double major in English and Mathematics, and studying to be a secondary school teacher here in Boston.

Medical school at Boston University and a biology degree from Northwestern meant Connie never stopped doing math — from biostatistics to pharmacology calculations — so the algebra, probability, and data-interpretation questions on ACT Math are familiar territory. She scored a 34 composite and uses that experience to teach students how to read each problem efficiently and avoid the overthinking that burns time on the section's middle-difficulty questions.

I am also a junior high Latin teacher at St. Norbert School. While I love helping students with any language-related subject (in fact, I truly enjoy analyzing English grammar!), I am most passionate about teaching Latin. I find it extremely gratifying when my students realize that a so-called "dead" language can actually be relevant to their lives! When tutoring Latin, I like to focus on using various strategies to help students "read with expectations, " meaning that students engage in linear reading (reading left-to-right, without skipping around), and approach texts with a notion of what makes a sentence complete. More generally, as a tutor, I am very patient and flexible, always keeping a student's goals and motivations in mind when planning and teaching lessons.

Most ACT Math questions below #40 test algebra and pre-algebra concepts students already know — the challenge is executing them cleanly under a one-minute-per-question pace. Andy, who scored a 35 ACT composite and has spent years tutoring middle and high school math, drills students on recognizing problem types at a glance so they can bank time early for the trickier trig and coordinate geometry at the end.

I am currently a Junior at Boston University majoring in Medical Sciences and minoring in Psychology. I am in the Seven Year Liberal Arts/Medical Education program with Boston University School of Medicine. I greatly enjoy teaching others and assisting students in their academic journeys. I have tutoring experience in the past with peer and younger students in subjects such as Writing, Math, and Science. I have a great foundation in these areas and hope to share my knowledge with others!

Scoring a 35 ACT composite means Adriana knows exactly how the math section tests familiar topics — algebra, geometry, trig — under tight time pressure with unfamiliar phrasing. She teaches students to recognize what each question is actually asking beneath the wording, and to triage problems so they spend their 60 minutes where it counts most.

Most ACT Math questions test algebra and functions concepts that look harder than they are — the trick is stripping away the extra language to find the simple operation underneath. Anthony's psychology and literary arts training actually sharpens this skill, since he's wired to parse how questions are constructed and where they're designed to mislead. His 35 ACT composite and 5.0 rating back up an approach that treats the math section as much as a reading exercise as a computation one.

I am pursuing my MA in English at Northeastern University beginning fall of 2014, with an expected graduation date of May 2016. I've worked with students of all ages, grades, and levels, both informally during my high school years and more formally with 826 Boston. I tutor students in English and all related areas: language arts, essay writing, literature, and phonics, as well as test prep for the SAT Verbal, Critical Reading, and Writing, as well as the ACT English, Reading, and Writing. I have experience working with ESL students of all levels, and am working on my TEFL (Teaching English as a Foreign Language) Certification this summer. I love tutoring students in reading and literature; learning how to analyze literary works reveals so much more depth and makes reading such a rewarding experience. I also really enjoy working with ESL students, and attempting to learn several foreign languages on my own has given me a strong sense of respect for anyone attempting to learn to speak English. I make sure my students learn how to do their work themselves, and believe in breaking down different study procedures and subject matter into small, bite-size pieces. Every student has the potential to be a successful reader and a successful writer, and the two skills really go hand-in-hand. When I'm not in classes or working, I love to travel, and I spend a lot of time doing poetry-related activities: I write my own, read the work of my fellow poets, contribute and edit with a friend's independent publishing company, and attend all the readings and open mics I can. I also play terrible acoustic guitar covers, have lots of movie nights, and bake a mean banana nut muffin.

Duke's financial economics program is essentially applied math — regression models, optimization, probability — which keeps the algebra, functions, and data-analysis skills that dominate ACT Math sharp and ready to deploy. Kelly scored a 34 on the ACT herself and uses that experience to teach students how to triage the 60-question section: lock in the straightforward pre-algebra and geometry points fast, then attack the trickier trig and modeling problems with time to spare.

Every ACT Math section front-loads algebra and coordinate geometry, then escalates into trigonometry and matrices in the final fifteen questions — and pacing across that difficulty curve is half the battle. John, a biomedical sciences student at Boston University with a 35 ACT composite, maps out which problems to attack first and which to strategically skip, so students maximize their score within the 60-minute limit.

Scoring well on ACT Math means covering 60 questions in 60 minutes, so speed matters as much as knowledge. Andy earned a 34 composite and teaches students to triage the test — recognizing which problems are quick coordinate geometry or probability pickups and which multi-step algebra questions deserve extra time. That pacing strategy, paired with targeted practice on the pre-calc concepts that trip most students up, consistently moves scores.

Scoring a 35 ACT composite means Justin knows how the math section tests familiar concepts in unfamiliar ways — coordinate geometry disguised as word problems, or probability questions buried in data tables. His math minor at Northeastern keeps these skills sharp, and he teaches students to spot the fastest path to an answer rather than grinding through every calculation. Rated 5.0 by students.

I'm Scotty! I am currently a senior at Harvard College pursuing a Bachelor's degree in Sociology with a secondary (minor) in Theater, Dance, and Media. I know full well that struggling with course material is tricky to navigate; I have not always felt comfortable going straight to the professor or teacher to ask for help. That's why I love tutoring - I aim to be a helpful resource for students, blending the toughness of a coach with the warmth and comfort of a friend to provide the best atmosphere for those I tutor.

Scoring a 34 ACT composite, Thomas knows exactly where the Math section tries to trip students up — especially on coordinate geometry, logarithms, and word problems that bury the actual question. He teaches students to identify what each problem is really asking before touching their calculator, a habit that cuts down on careless errors and speeds up pacing.

I am a graduate of Cornell University, where I earned a Bachelor of Arts in English with a Minor in Music. I hold a Masters of Arts in English from the University of Connecticut, where I am currently working on my PhD in American Literature. I tutor a mix of test preparation, English, Literature, and Writing. In helping students with reading and writing skills, I enjoy using multiple different approaches to develop a well-rounded understanding of the techniques, while making the sessions fun. I'm a strong proponent of keeping studying dynamic. It is important to me that my students come away from our sessions with not only the scores or grades they desire, but a deeper understanding of the topics and skills that will continue to benefit them beyond test day. In my spare time I love long runs, singing, hiking, and reading.

I am a graduate of Harvard University. I received my Bachelor of Arts in Social Studies with a focus in food policy and law. During my undergraduate studies I spent my time in political organizations and in research, teaching fellowships on political philosophy at Harvard Effective Altruism and serving as a Visiting Researcher in food policy at the University of Cambridge. After graduating, I spent time as a researcher in political science and history and mentored students working towards attending top schools in the US and UK, providing one-on-one help with applications and developing seminars on topics like Sociology and English. Most recently, I have started a non-profit organization in Ecuador focused on educating families about healthy cooking and providing nutritional assistance. At the same time, I am excited to continue pursuing my passion for teaching and helping students navigate subjects like History, English Literature, ESL, Spanish, and Standardized Tests like the ACT, AP, and IB tests. I believe that the knowledge young people receive in primary and secondary education is the ultimate individual enrichment; an essential part of understanding who they are and a key to seeing who they may become. In my spare time, I walk, read history books like Doris Kearns Goodwin's Team of Rivals, and listen to music like Led Zeppelin and Lana del Rey.

I am deeply passionate about the field of education. I look forward to tutoring and helping individuals who are dedicated to their future. I am happy to offer advice about college applications and career counseling as well. I can't wait to meet you!

MIT's Materials Science and Engineering program runs on calculus, linear algebra, and physics — so the algebra, trigonometry, and modeling questions on ACT Math are territory Cori navigates daily. She also TA'd Physics II: Electricity and Magnetism at MIT, which built a habit of breaking multi-step quantitative problems into clean, fast decision points — exactly the skill that keeps students from stalling out during the 60-question time crunch.

Greetings, my name is Karthik! I studied at Northeastern University and earned a BS in math and physics, and I started tutoring formally in undergrad via a mix of online tutoring and university sponsored peer tutoring later taking on responsibilities as a student grader and TA. But well before I started formal tutoring, it was not uncommon for peers to remark that I explained things better than our teachers. While at first I was prone to lecturing due to my assumption that others found theory as elucidating as I did, my sessions are now dominated by working through problems provided by either the student or me. Also software visualization is a boon whenever my drawing skills don't pass muster. Ultimately, my purpose is to cultivate disciplined learning and excellence in STEM, whether that be for a class or purely out of curiosity/passion, so please do not hesitate to reach out if you think I can help you achieve your goals.

I am currently an undergraduate student at the University of Connecticut, studying Physiology and Neurobiology with hopes of enrolling in medical school in the near future.

I'm a recent PhD graduate in Bioengineering in the Boston area. My thesis involved nanoparticles and bacterial infections, but as a biomedical engineer I've had training in circuits, mechanics, some programming, chemistry and biology. Tutoring for me is a collaborative effort, following a problem-based learning with questions that will lead the student towards the answer they're looking for while providing a well-rounded understanding of why and how that answer works.

Pacing is the hidden challenge on ACT Math — the jump in difficulty from question 40 onward catches students off guard if they've spent too long on earlier problems. Liana, who earned a 34 ACT composite, walks through triage strategies so students know which questions to solve immediately, which to flag, and which shortcuts apply to coordinate geometry and trigonometry problems that appear late in the section.

I am a Health Sciences and Biology double major at Northeastern University, graduating in just one year. I have worked in part-time biology research lab for three years, as well as full-time in a hospital in Boston for over a year now, in both clinical and research settings.

I am a very experienced high school and middle school teacher/tutor, as I have been tutoring or teaching in some capacity since August of 2010. I have always loved making personal connections with students and helping them make daunting studies (such as math or test preparation) more approachable. My favorite part of my job is empowering students to be more independent learners and helping them develop confidence in their abilities.

I am a freshman at Northeastern University. I am currently studying Psychology on a Pre-Med track. Even though my studies are heavily science-based, I enjoy all other subjects, as well. I tutored in high school as Vice-President of the National Honor Society and I am looking forward to continuing my passion for helping others through tutoring.

I am a graduate of Mount Holyoke College with a B.S. in Computer Science with a minor in Mathematics. More recently, I have graduated from Springfield Technical Community College with an A.S. in Biology. While working as a teaching assistant and supplemental instructor in my previous schools, I discovered a love of helping students to not only learn the content, but enjoy the learning process and get excited about the material. While I tutor a wide range of subjects, I am most passionate about English, biology, mathematics, and chemistry. I believe that learning new things is what our brains naturally want to do, and I love helping students discover their hidden potential and achieve their learning goals. In my spare time, I enjoy hiking, yoga, reading, and painting.

Scoring a 32 ACT composite, Marc knows the math section rewards efficiency as much as accuracy — recognizing which problems to solve algebraically and which to estimate or back-solve. He teaches specific strategies for the coordinate geometry and trigonometry questions that tend to cluster near the end and eat up time. His approach is systematic without being rigid, so students build a game plan that fits their strengths.