I am an undergraduate at Washington University, and I grew up in Columbus, Ohio. Math has always been one of my favorite subjects. I love Pre-algebra, Calculus, Linear Algebra and everything in between! I have tutored for about four years and have worked with students of all ages. Most students come to me for Math, but I have also worked with students on SAT and ACT test prep, Statistics and Physics. Everyone learns in a slightly different way, and I love figuring out the best way to teach something to people individually and dig down to what questions they really need to have answered to understand the material. In my spare time, I like to go on long bike rides and explore St. Louis's restaurants. I also love baking, playing with dogs and cats, watching movies with my friends and playing soccer.

Most students read ACT passages start to finish and then scramble to answer questions — Sean teaches a different approach, training students to identify what each question actually asks before deciding how much of the passage to re-read. This kind of strategic reading is especially critical on the dual-passage comparison questions, where time management separates a 28 from a 34. His own 34 composite came partly from mastering exactly this discipline.

I am a junior pre-med student studying health management at Saint Louis University. I began tutoring my peers in high school and continued my passion for teaching throughout college. I tutor high school students studying for the SAT and ACT. I also tutor math, science, and spanish. I recognize that every student has a different style of learning and I plan each lesson according to the student. My goal is to help my students achieve their goals and realize their potential.

I am excited to help anyone who might need it!

The ACT Reading section isn't really about reading — it's about strategic information retrieval under a brutal time constraint. John teaches students to identify question types, locate evidence quickly, and avoid the traps embedded in answer choices. Rated 35 on the ACT himself, he approaches each passage type (prose fiction, social science, humanities, natural science) with a distinct strategy.

Speed is the defining challenge of ACT Reading: four passages, forty questions, thirty-five minutes. Samuel teaches a deliberate passage-attack strategy — how to skim for structure, locate evidence lines, and eliminate wrong answers without second-guessing — that turns the time crunch from an obstacle into a manageable routine.

Reading comprehension on the ACT is really about knowing what the question is actually asking — whether it wants a direct detail, an inference, or the author's tone. Joy spent years teaching English as a second language in Ecuador, which sharpened her ability to unpack how texts are structured and show students exactly where answers hide in dense passages.

Speed is the real challenge on ACT Reading — four passages in 35 minutes leaves almost no room for re-reading. Jacob, who earned a 34 composite, teaches a passage-mapping technique that identifies the author's main claim and key evidence on the first pass, so students can answer inference and detail questions without hunting through paragraphs again.

Most students lose points on ACT Reading not because they can't comprehend the passages but because they spend too long re-reading. Parag, who earned a 32 ACT composite, teaches an active-reading strategy — annotating for main claims and tone shifts — that keeps students moving through all four passages with time to spare.

The ACT Reading section isn't really about reading — it's about finding answers fast across four dense passages in 35 minutes. Megan, who scored a 33 ACT composite, teaches a strategic approach to passage types (prose fiction, social science, humanities, natural science) that prioritizes evidence location over deep analysis. Rated 5.0 by students, she breaks down how to eliminate wrong answers even when two choices look equally plausible.

I am currently working towards an Aerospace Engineering degree at the University of Colorado, Boulder. In high school, I worked with 5th grade students tutoring math. Beyond that, I was always avaliable to help my classmates learn topics that I may have understood better at the time. Overall, math and science courses are my favorite to help people with because I enjoy those courses myself and think the knowledge is not hard to learn if given the right teacher and enough time. In teaching, I like to understand the level of comprehension the student has first before just going in and telling them what he/she should do. It is more effective to learn how to teach yourself the knowledge than to just be able to regurgitate it onto a test. Other than academics, I like playing basketball, video games, and just hanging out and messing around with friends.

The ACT Reading section isn't about being a fast reader — it's about knowing which details to hunt for and which to skip. Vijaya teaches a strategic approach to each passage type, from prose fiction to natural science, that turns 35 minutes into more than enough time. Her 34 ACT composite and 5.0 rating speak to how well that approach transfers to her students.

The ACT Reading section rewards students who can quickly identify an author's purpose, trace arguments across paragraphs, and distinguish between stated and implied information — all under tight time pressure. Katherine scored a 33 ACT composite and teaches a passage-mapping strategy that cuts down on re-reading and keeps students moving through all four passages with time to spare.

Two years of teaching seventh-grade reading gave Kristen daily practice in showing students how to pull meaning from complex texts quickly — the exact skill the ACT Reading section tests across its four passage types. She teaches a passage-mapping approach that keeps students from rereading entire paragraphs when answering detail and inference questions. With a 33 ACT composite and a personal reading habit of fifty books a year, she brings both test expertise and genuine literacy depth.

The ACT Reading section gives students just 35 minutes to process four dense passages, which means the real skill isn't reading carefully — it's reading strategically. Taylor, who earned a 33 ACT composite, teaches a passage-mapping approach that trains students to identify main arguments and locate supporting details quickly. Her method turns a section that feels rushed into one that feels structured and predictable.

I am a high school graduate from The Pembroke Hill School in Kansas City, Missouri and currently studying at Washington University in St. Louis in the class of 2024. Through my high school's Spanish program, I tutored students just two years below my level of Spanish. And through our debate program, for my sophomore, junior, and senior years, I mentored students new to the activity. I have always seen helping other students as an opportunity of growth, not only for that student, but for myself as well. I feel that I am qualified to tutor all middle and most high school levels of math, chemistry, and Spanish. As for standardized tests, I am most oriented towards the ACT. My favorite subject to learn and tutor is Math because it allows the student an opportunity to understand a concept much deeper than the surface. And that is my focus for when I learn a concept or teach a concept: understanding not only the what but the how and why as well.

Pacing is the hidden obstacle on ACT Reading: four passages, ten questions each, and only 35 minutes to get through them all. Nik, who earned a 32 ACT composite, teaches a passage-triage method that identifies which question types to answer first and how to skim for key claims without getting lost in details. Rated 4.9 by students, he turns a section many find stressful into a predictable, manageable routine.

I am a recent graduate of the University of Colorado at Boulder. I am a Colorado native who enjoys rock climbing and nature. I work currently for a large international engineering consulting company and specialize in water engineering.

Speed is usually what kills ACT Reading scores — students understand the passages but run out of time toggling between the text and forty questions. Laura teaches a passage-mapping strategy that cuts down on re-reading, so students can tackle prose fiction, social science, and natural science passages within the time limit. Her 32 ACT composite and 5.0 rating speak to how well the approach works.

Reading four dense passages in 35 minutes requires a method, not just speed. John breaks the ACT Reading section into a decision-making process: how to skim for structure, when to go back to the text versus trusting your first read, and how to eliminate answer choices that sound right but distort the passage. His 36 composite and background in literature make him especially sharp on the prose fiction and humanities passages.

Most students treat ACT Reading as a speed test, but Ilesh reframes it as a precision exercise: knowing what the question actually asks before hunting for evidence in the passage. His 36 composite came partly from a disciplined passage-mapping strategy that he now teaches students to replicate across all four prose genres the section throws at them.

Most ACT Reading mistakes come from time pressure, not comprehension — students understand passages but can't consistently answer 40 questions in 35 minutes. Elliot teaches a triage strategy: how to identify question types, when to skim versus close-read, and how to eliminate answer choices that paraphrase the passage just enough to seem right. Rated 5.0 by students.

I am currently a resident physician at Northwestern Hospital.

After scoring a perfect 36 ACT composite, Anna developed a question-first approach to the Reading section — previewing what each question demands before touching the passage, so every line read serves a purpose. Her medical education background means she's used to processing dense, unfamiliar material quickly and extracting exactly what matters, a skill that translates directly to the natural science and social science passages. Rated 5.0 by students.

Reading four dense passages in 35 minutes forces a different kind of reading than most students are used to. Sugi's cognitive science training at Rice gives her a framework for teaching active reading strategies — how to map an argument's structure on a first pass so that inference and tone questions become straightforward rather than agonizing. She holds a perfect 36 ACT composite and a 5.0 tutoring rating.

Medical school at the University of Arizona means Alex reads hundreds of pages of dense, unfamiliar material every week — the same core skill the ACT Reading section tests under a 35-minute clock. With a perfect 36 ACT composite, he teaches students to attack the paired viewpoints and natural science passages by isolating each author's claim before looking at answer choices, which eliminates the subtle scope-shift traps that cost most test-takers points. Rated 4.8 by students.

The ACT Reading section isn't really about comprehension — it's about extracting specific evidence under a brutal time constraint. Benjamin scored a 36 composite and applies the close-reading skills from his Columbia English program to teach students how to identify what each question is actually asking, locate proof in the passage quickly, and eliminate trap answers with confidence.

Reading dense, unfamiliar passages under time pressure is where most ACT Reading scores stall out. Austin's background in Classics and Philosophy means he spent years doing exactly that — pulling arguments from ancient texts and evaluating how authors build their claims. He teaches students to map passage structure before touching the questions, turning a 35-minute sprint into a manageable process.

Most ACT Reading mistakes come from spending too long on one passage or second-guessing answers that felt right the first time. Edward teaches a timing strategy that allocates minutes by passage type — prose fiction, social science, humanities, natural science — and shows students how to locate textual evidence quickly instead of re-reading entire paragraphs. His 36 composite reflects command of every section, not just the math side.

I am available to tutor a range of middle school and high school subjects, but I am most excited about tutoring test prep. I remember how stressful preparing for college can be and I am eager to do my part in helping students fulfill their college goals. I believe that learning is a collaborative process and I am committed to being as actively involved in the student's learning as I can. In my spare time, I enjoy reading, going to the movies (I try to see each Oscar nominee before the ceremony every year.), and am a huge Michigan sports fan.

Mechanical engineering coursework at Harvard means Christopher reads the way the ACT Reading section rewards — extracting key claims from dense technical material fast and ignoring everything that doesn't answer the question in front of him. He applies that same efficiency to all four passage types, teaching students to map an author's argument structure in the first read so that inference and detail questions become quick lookups rather than guesswork. His 35 ACT composite and 4.8 student rating back up the approach.

Most ACT Reading mistakes come from spending too long on passages and rushing through questions — or the reverse. Logan, who earned a 36 composite, teaches a deliberate passage-mapping technique that lets students locate evidence for inference and detail questions without rereading entire paragraphs. His communication background also sharpens how students interpret tone and author's-purpose questions.

I am a Yale graduate with over 8 years experience tutoring students from a variety of backgrounds. I recently graduated from the Yale School of Public Health with a MPH concentrating in Epidemiology and Global Health. I also received my B.S. from Yale with a double major in Molecular, Cellular, and Developmental Biology and French. I have experience both leading group classes and working with students one on one. I will respond to a student's strengths, weaknesses, and learning style in order to help them succeed and make the most of our time together. I earned a perfect score of 36 on the ACT, 2280 on the SAT, and qualified as a National Merit Scholar on the PSAT. I look forward to working with you!

I am a Neuroscience and Behavior major at Columbia University. Although my major is centered in the STEM field, I am also passionate about human rights work, global engagement, and local outreach. While my future plans are subject to change, I see myself continuing in academia, going to medical school, and becoming a physician.

I am a sophomore at the Georgia Institute of Technology and am working towards a major in Computer Engineering. I have been tutoring students of all ages and backgrounds in various math topics ranging from elementary school math to AP Calculus throughout high school. I love teaching math and always find it amazing to watch my students grow and improve in their mathematical abilities. While helping students with standardized testing, we go through several tricks and tactics that have helped my students succeed and have fun in the process. I am also well versed in Physics and have spent 3 years taking the highest levels of physics courses. I love playing all sports (especially soccer) and enjoy playing the guitar in my free time as well.

I am a 2023 graduate of the University of Notre Dame with a Finance/Economics major and a minor in Innovation and Entrepreneurship. I am a passionate student in the math and business realms, as I enjoy the intuitiveness of the former and the real-world potential of the latter. During classes in middle and high school, I developed a reputation of being a good source of help within my classes in a non-tutor capacity, and grew that into a peer tutor role a couple times a week during lunch my senior year of high school. What I hope to accomplish with my tutoring is ensure that you not only achieve your desired grade/score, but see how the different concepts relate to each other in the bigger picture. The more important part is to critically think about the subject matter in other, more unfamiliar contexts. Also, in my math subjects, I seek to provide personal secrets in realms including quicker computation strategies, unique acronyms for certain rules, and other intuitive shortcuts.

I am a recent graduate of Cornell University, where I received a B.S. in Chemical Engineering and graduated Magna Cum Laude. Over the past several years, I have worked with students from diverse backgrounds and experiences tutoring thermodynamics (my personal favorite), chemistry, and math. I have also tutored in the past for ACT/SAT and other subjects such as history, but I am deeply passionate about science and engineering. I tend to push my students to understand conceptual topics, as opposed to rote or algorithmic learning. In my free time, I love to bake sourdough, learn about history, garden, and recently started biking again.

I am a rising sophomore at Case Western Reserve University studying engineering. I have taken most high-school level standardized tests, and have scored consistently above the 95th percentile. I have tutored small groups of students throughout high school, and also have experience as a private tutor. Outside of the classroom, I enjoy playing Ultimate Frisbee with my college club team.

A government major at Harvard, Richard spent his coursework doing exactly what the ACT Reading section rewards: rapidly digesting competing political arguments, identifying an author's central claim, and distinguishing stated evidence from implied conclusions — skills that map directly onto the social science and humanities passages. His perfect 36 ACT composite means he's navigated every passage type under real testing pressure and knows which time-management habits actually hold up when the clock is running.

Most ACT Reading struggles come down to time, not comprehension — four passages in 35 minutes leaves almost no room for re-reading. Danielle scored a 36 composite and teaches an active-reading method that captures main idea and tone on the first pass, so students spend their time answering rather than searching. She's especially effective at demystifying the paired-passage and natural science sections that tend to slow students down.