Award-Winning Statistics Tutors
serving Ann Arbor, MI

Running regression analyses, interpreting p-values, and choosing between parametric and nonparametric tests are things Martha does routinely in her social psychology research at Michigan. That hands-on fluency means she can explain not just how to compute a standard deviation or set up a hypothesis test, but why each step matters and what the results actually tell you. Rated 5.0 by students.

At Michigan Ross, Kerry runs into statistics through a business lens — market analysis, forecasting, and interpreting data to support strategic decisions, which means she teaches concepts like regression, probability, and hypothesis testing with a practical edge most textbook-only tutors lack. Her 33 ACT score reflects sharp quantitative reasoning, and she applies that same precision to breaking down problems involving distributions and variability so the logic behind each calculation is clear.

Economics training at the undergraduate level is essentially applied statistics — regression models, probability distributions, hypothesis testing. Jack's econ degree means he doesn't just teach the formulas; he connects them to real scenarios where data actually drives decisions. That practical lens makes abstract concepts like standard deviation and confidence intervals far easier to internalize.

Between his biomedical engineering degree and his graduate research, Adam has run enough statistical analyses to know which concepts actually confuse students: conditional probability, hypothesis testing, and interpreting p-values top the list. He walks through each problem by asking what the data is actually telling you before touching any formulas. That applied perspective makes topics like regression and confidence intervals feel purposeful rather than abstract.

Economics and statistics share a language — probability distributions, hypothesis testing, and regression all show up in both fields. Thomas studied economics and mathematics as an undergraduate, so he teaches statistics with an eye toward what these tools actually measure and why a particular test applies to a particular dataset. That context makes concepts like p-values and confidence intervals click faster.

I am a current medical student at the University of Michigan Medical School. I studied biology, business and Spanish at the University of Alabama, graduating summa cum laude. During college, I worked as a tutor with a tutoring company similar to Varsity Tutors where I taught college/high school/middle school Spanish, Chemistry, English, Biology, and Math. I also worked as an English as a Second Language volunteer instructor for 3 years during college and was an English Teaching Assistant at the Universidad Pontificia Bolivariana in Medellin, Colombia.

I'm your girl! I majored in Biochemistry at the University of Michigan and am looking to help any students in need of assistance.

My background in math, economics, and finance has taught me to focus on understanding rather than memorizing. Having recently been a student myself, I understand how students think and where they can get stuck, which helps me stay patient and explain things from their perspective. As a bilingual speaker of English and Mandarin, I can also explain concepts in both languages when helpful.

I'm a premedical student at Cornell University with extensive experience tutoring students, especially in chemistry at the high school and undergraduate level, writing at the high school and undergraduate level, and SAT/ACT prep.

I am a undergraduate freshman of the University of Michigan, studying business at the Ross School of Business. Working together with students and having a good time while seeing steady improvements has proven to provide me great joy. I believe that communication and relationship building is crucial for students to open up about their struggles and also for me to identify problems they don't realize they can improve on, so this is a key aspect of all of my lessons. During my free time, I enjoy playing sports or snacking on desserts while binge-watching Friends!

I am a recent graduate of the University of Michigan in Ann Arbor. I received my Master's degree in Biomedical Engineering with a minor in Computer Science and am currently applying to medical school. During college, I enjoyed tutoring children through a program called the Detroit Education Society, where I developed a passion for teaching the underserved, helping to bridge the education gaps between communities. While I tutor a broad range of subjects, I am most passionate about Math, Science, and English. I focus on teaching the fundamentals and inspiring students to love what they learn. In my spare time, I enjoy playing basketball, reading books, and hanging out with my friends.

I am 26 years old born and raised in Seattle Washington, University of British Columbia graduate and current 3rd year medical student. You may look at my accomplishments and assume I must have had a very consistent successful education process. This is not necessarily true, I struggled throughout high school with coursework and was slowly falling behind my peers. I was working very hard but was not getting the academic results that I wanted. I also reached out to academic tutors to help me understand core concepts in various subjects that my peers were not having any trouble with. Even during my undergraduate degree, I reached out to various academic tutors to give me an extra viewpoint on various difficult subjects and concepts. I understand what it is like to need extra help with coursework, I understand growing curious minds and the concepts that give many trouble because I have been through it. I am now a dean's list student at the top of my class in Medical school, and I can truly see how possible it is for any student to reach their academic goals no matter where you have come from. I believe the most intelligent individuals are the ones who can identify their weakness and seek help from others to succeed.

I am currently a sophomore at the University of Michigan Ann Arbor. I received my high school diploma from Northville High School with a perfect 4.0 GPA. I have been tutoring students for many years now in topics such as math, science, and Spanish. It is my goal to create a personalized plan for my students to help them best succeed in whatever they desire. I will work passionately to help you achieve outstanding standardized test scores, great grades in school, and a broader knowledge of whatever topic you would like to know more about. I can tutor in ACT prep (I received a 36/36), SAT prep (I received a 1560/1600), PSAT prep (I received a 1500/1520 - National Merit Finalist), AP prep, math, science, and Spanish. I can work with students of any age. Please feel free to message me for more information or set up a meeting!

Understanding probability distributions or interpreting a confidence interval requires a different kind of thinking than most math classes demand. Dillon spent years applying statistics in engineering contexts — quality control, data analysis, experimental design — and he brings that applied lens to topics like standard deviation, z-scores, and regression so students see what the numbers actually tell them.

A year as a course assistant in Harvard's math department gave Richard a front-row seat to where students get tripped up — and in statistics, it's almost always the jump from computing a value to interpreting what it means. He teaches concepts like variability, correlation, and probability by connecting the math to the kind of data-driven arguments he encounters in his government coursework, where a misread confidence interval can derail an entire policy claim.

Probability distributions, hypothesis testing, and regression analysis each require a different kind of thinking — and Rahi distinguishes clearly between the conceptual reasoning and the mechanical calculation so students know which skill a problem is actually testing. His applied mathematics background means he can explain the logic behind formulas like the Central Limit Theorem instead of just handing students a recipe to follow.

Designing and optimizing light filters for optical multiplexers at Norfolk State required Dennis to apply statistical methods to real engineering data — fitting distributions, quantifying uncertainty, and interpreting experimental results. He teaches statistics with that practitioner's perspective, making topics like standard deviation, probability, and regression feel like problem-solving tools rather than abstract formulas.

Kathy's economics degree from Duke meant living inside datasets — regression analysis, probability distributions, hypothesis testing, and statistical inference were daily tools, not abstract concepts. She breaks down problems by connecting the math to what the numbers actually represent, which makes interpreting results feel intuitive rather than formulaic.

Probability distributions, hypothesis testing, and confidence intervals all require a kind of careful reasoning about uncertainty that Allen sharpened through his economics coursework at Yale. He teaches statistics as a way of making arguments with data — interpreting p-values, choosing the right test, and understanding what a result actually means in context. His 5.0 rating speaks to how clearly he communicates these ideas.

A PhD statistician who also holds a biomedical engineering degree, Sam teaches introductory and intermediate statistics with an unusual amount of real-world context. Whether the topic is hypothesis testing, confidence intervals, or regression, he unpacks the logic behind each method so students can interpret results critically, not just run calculations.

Probability distributions and hypothesis testing trip students up when the notation obscures what's actually being asked. Alyssa breaks each problem into a concrete question first — what are we measuring, what's the claim, what does the data say — then maps it onto the correct formula. Her math background at Vanderbilt gives her the fluency to make statistical reasoning feel less like guesswork.

Most students memorize the formulas for z-scores or standard deviation without ever seeing where they come from — Kathleen's math degree from Washington University means she can derive them from scratch and explain each piece along the way. She treats every statistics concept as an extension of the algebra and calculus her students already know, which makes new material feel like a logical next step rather than a disconnected set of rules.

A PhD in economics at Yale means Anthony doesn't just teach statistics — he relies on it daily, from econometric modeling to designing empirical studies that require careful handling of inference, sampling, and regression. His dual undergraduate background in physics and math gives him an unusual ability to trace statistical methods back to their mathematical roots, making concepts like maximum likelihood estimation or the central limit theorem genuinely intuitive. Rated 5.0 by students.

As an economics major at Yale, Conor uses statistical methods constantly — regression analysis, probability distributions, hypothesis testing — so he teaches statistics as a practical toolkit rather than an abstract set of formulas. He's especially sharp at walking through the logic behind concepts like p-values and confidence intervals, which tend to confuse students who try to memorize procedures without understanding what the numbers actually mean.

Probability distributions, hypothesis testing, and regression analysis all click faster when you've actually used them to make decisions. Hari's finance background means he's applied statistical methods to real datasets — forecasting, risk analysis, variance modeling — and he teaches the logic behind each test so students can choose the right approach on their own.