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ACT Tutoring in New York City, NY

Customized private in-home and online tutoring

Experience ACT tutoring by highly credentialed tutors in New York City, NY. 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 ACT Tutors in New York City, NY

Talented ACT tutors are nearby and highly prepared to assist you in your educational journey. They hail from the highest caliber of schools including 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.

A photo of Brian who is a New York City  ACT tutor

Undergraduate Degree:
New York University - Drama And Politics (Double), English (Minor)

A photo of Justin who is a New York City  ACT tutor

Undergraduate Degree:
University Of Florida - Journalism, English Minor

Graduate Degree:
Graduate Center At Cuny - Computational Linguistics

A photo of Matthew who is a New York City  ACT tutor

Undergraduate Degree:
Polytechnic University Of Nyu - Chemical Engineering

Graduate Degree:
Polytechnic University Of Nyu - Chemical Engineering

How your tutor helps you master: ACT


Our educational director will build your personal ACT learning profile, including strengths and weaknesses.


Your tutor will pinpoint the ACT areas in which you excel and the areas that require extra attention.


Your tutor will design a custom-made program to get you on track to meet and exceed your goals.

Recent Tutoring Session Reviews

The student and I covered math, reading, and science sections today. We also went through the method for writing the essay, emphasizing the structure and organization to carry him through the argument. (Intro, 3 body paragraphs, a counterexample, and a conclusion). He is very comfortable with the math and reading comprehension. Again, though, he needs to slow down and read through the entirety of the questions to ensure that he selects the answer that is completely right, not just the answer that seems right at face value. I assigned him a full practice test to be completed by next week.

The student improved on both the science and English sections he completed, so we spent most of the time on science problems and talking through some topics that come up frequently, since he doesn't seem to be too familiar with the material. I think he's close to really getting science, and completing a section without a time limit should help. Overall, I'm really happy with his progress and look forward to some breakthroughs in reading and math as well.

The student is weakest in advanced math and science, and since he's in Algebra 2, there are still some concepts present in the test that are still new to him. We worked on a basic trigonometry review as well as visualizing areas based on the three basic area formulas on the test. We also did an activity to reinforce a couple of useful test-taking strategies to use as "shortcuts" on the test. He seems to respond best to challenging problems, so I'm on the lookout for more of those. If he can complete difficult-level questions with a high level of success within the time frame, I expect him to do well and stay engaged on the lower difficulty questions as well.

The student and I worked on a variety of topics today. We discussed her reading homework, we talked about some of her problems in English, and we worked on math and science. The student is showing some major improvement in all areas, her reading is getting faster and more focused, she tends to do well on the first half of the math test and okay on the second half, and her science scores have shown improvement as well.

We reviewed writing and grammar and outlined essays using some prompts. I encouraged the student to write for the viewpoint she could best support, not necessarily the one she believed in. We also practiced a sample science section from the ACT.

The student and I worked through 30 English grammar questions together. I reminded her of the rules for commas, semicolons, and colons, and we also discussed transitions. We then worked through about 15 math problems of various topics. She made flashcards for the distance/speed/time relation and the midpoint formula.

The student completed sections from both the English and reading sections of the ACT and we reviewed and discussed any incorrect responses. Then, she did some problems from the math section of the ACT. Afterwards we discussed any troublesome questions.

Today we focused on the math sections of her two most recent practice tests and looked for patterns in how she missed problems. The biggest thing we noticed was that she tended to do fine until she got about 2/3rds of the way through the test at which point it seemed she lost her focus. We discussed techniques to maintain focus. We also looked at the problems she missed, figured out why she missed them, and fixed them so that she won't miss that problem type again. Results from her last practice ACT are pending and she will send in her next one today.

The student got his test back he took from a few weeks ago and. Spent our time going over. We also spent the vast majority of our time working on ways to write the essay. In sort of a "this is how you write all your essays for the act," etc.

The student and I worked on science and math today. We covered some new topics in math (the unit circle, special right triangles, converting from degrees to radians and circle theorems). She really powered through! Well done!

The student and I began to work on ACT prep. She showed a surprising capability with some of the science passages; but needed some help analyzing a few of the graphs. We also took a look at some of the passage-based reading, which was pretty similar to the SAT, so we used some of the same strategy there.

Moved on to English; not one of the client's major concerns, but the student expressed interest in an all-around review. Went over usage and rules for punctuation, sentence construction, addressing ambiguity and wordiness, etc. Time-adjusted practice showed a projected score of 30-32, which I would characterize as roughly the student's floor for this section. She understands standard written English very well, and was able to explain specific rules for most choices without much prompting. Started a survey of the Reading section by working with short passages to identify main idea, specific details, vocab in context, etc. Will finish Reading quickly and return to Math/Science in the next session.

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