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ACT Tutoring in Los Angeles, CA

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Experience ACT tutoring by highly credentialed tutors in Los Angeles, CA. Top tutors will help you master the ACT through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Los Angeles ACT Tutors

These ACT tutors are exceedingly qualified to help you reach your goals. They come from such prestigious universities as MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and additional high-caliber institutions.

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Undergraduate Degree:
Liberty University - English

Graduate Degree:
University Of Edinburgh - English Literature: Creative Writing

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Undergraduate Degree:
University Of Southern California - Theatre

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Undergraduate Degree:
San Francisco State University - English, History

Graduate Degree:
Portland State University - Conflict Resolution

How we help you master: ACT Prep


Our educational director will pinpoint learning styles, map out goals and plans to target specific areas for improvement.


Your tutor will evaluate your current ACT abilities, with an eye toward places where you can improve.


Your tutor's individualized lesson plans will assist you in realizing your educational goals.

Recent Tutoring Session Reviews

We went through the English and Science sections she did for homework, and then spent the rest of the time on Reading. We played with a few different strategies and looked at how she was using her time so we could tailor a strategy for her. She has a reading section for homework, with which she is to practice getting in the habit of finding the right answers in the passage.

Today the student and I did an hour long crash course on the essay section of the ACT. We reviewed the essay she wrote and how it could be improved and also went over basic strategies for essay writing that she could incorporate. The session seemed to be very helpful for her. We also continued to work in the English and math sections, focusing specifically on reading questions carefully, as she had noticed she makes simple mistakes. She is improving in all sections.

Worked with the student on math this time. She needs work on time and the formulas. I began to time her through the problems, and we will work on that more in our next sessions.

We began by reviewing the math and English worksheets the student did for homework. He did well on these. Then we focused on the science section of the exam. We worked on the questions that do not involve graphs, then discussed strategies for how guess when the topics do not make sense to him. For homework, he will keep practicing the different sections and do more practice with geometric angles.

I met with the student this morning to continue our progress on the ACT. He had completed the assigned science homework, and did quite well! - missing 9 of 40 questions. We also worked on English and math. I assigned 20 questions in reading, test 2, as homework.

The student showed me her most recent ACT. She scored a 27 - woo hoo! She met her goal, but now she's aiming for higher. Her subscores were E 28, M 25, R 29 & S 25. She and I focused on math and science this session. We have six more sessions before the June ACT, so she will be well prepared for the next test.

Started the session with an intermediate algebra review worksheet, then moved into a practice science section. We should work on some of the sections, particularly pertaining to molecular or developmental biology. I may provide him with extra resources to bring him up to speed. He is currently taking Chemistry, and his ability to interpret experiments in chemistry, geology, and physics seem strong. He scored a 28 on the practice section (done in two separate timed sessions), which is an improvement from his 23 on his first test.

During this session, I worked with the student on her pacing on tests.. She had mentioned that one of the primary reasons she felt she did poorly on the assessment was because she did not have enough time to go through all the passages. I timed her completing reading passages, and noted that she went at a pace that would guarantee she would not have enough time to finish the reading section. After going over the answers to the problems she had gotten wrong, I gave her tips to increase her speed; this included prioritizing her time to answer questions that were easy and skipping the harder questions to answers after she had gone through all the passages.

I also had her answer several English questions, and she seems to be doing well on these types of questions.

Worked on English mostly, with a small amount of Math. Her English score does not match her abilities in English. Scored a 14/15 on one section and probably a 12 or so out of 15 (we weren't strictly taking the test) on a very difficult section. English is certainly a section that is ripe for continued improvement. We will reevaluate Reading and Science as well.

The student and I were able to work together on test prep again after a few weeks off. She was disappointed because of a school sponsored assessment she did in which her scores were not as high as she would like. We know now which areas to focus on, mostly math and some parts of English and reading. We need to work on the general math concepts. She has the potential to do very well on the test, and I have no doubt that with some focused studying, she will!

We spent most of today's session on math review - formulae, skills, and strategies. The student has been trying to increase his pace on the early, easier questions in order to allow enough time to tackle more questions overall. He reported that this strategy worked well on his practice, and that his score was about 26. He will complete another practice test for next week.

The student completed a reading section of the ACT one passage at a time. We reviewed her responses after each passage. Then, we looked at the problems from the math section that the student did for homework. With the time remaining, the student completed three passages from the science section, and we examined incorrect responses together.

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