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Award Winning Private ASPIRE Tutoring in New York City, NY

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Tutors deliver personally tailored ASPIRE lessons in a one-on-one setting.

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ASPIRE Tutoring in New York City, NY

Customized private in-home and online tutoring

Experience ASPIRE tutoring by highly credentialed tutors in New York City, NY. Top tutors will help your child prepare for ASPIRE through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected ASPIRE Tutors in New York City, NY

We can help you connect with exceptional ASPIRE tutors with the highest of qualifications, who are ready to help you. The tutors come from top institutions such 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 other highly ranked institutions.

A photo of Elizabeth who is a New York City  ASPIRE tutor


Undergraduate Degree:
Univ Of Michigan - Music/English

Graduate Degree:
Long Island University - Library Science

A photo of Michael who is a New York City  ASPIRE tutor


Undergraduate Degree:
New York University - Drama

How your tutor helps you master: ASPIRE


You will have learning objectives mapped out by our educational director based on your specific academic needs.


Your skills and progress will be assessed by your ASPIRE tutor to help shape and define your lesson plan.


Personalized instruction will teach you how to address your weaknesses, polish your strengths, and succeed.

Recent Tutoring Session Reviews

We reviewed math strategy (plugging in the answer) and studied some concepts (mean/median/mode, ratios, percentages, probability) and practiced several related problems for each. The student was skeptical of her ability at first, but she soon saw the problems were not as difficult as they seemed. We then practiced sentence-completion strategy and vocabulary; she had a keen eye for definitions. I recommended she practice at least a math section and a reading section as well as finish remaining homework problems from the math packet.

We quickly went over some of the core strategies for solving critical reading and writing problems. For reading, we practiced coming up with words for sentence-completion problems, and pointing to specific language in the passages to support answer choices for reading questions. For writing, we practiced coming up with our own answers and conducted an analysis of the underlying grammar for similar answer choices. He will complete two writing, two reading, and one math section in anticipation of our next session so that we can practice more-specific strategies.

We did three verbal practice tests and reviewed strategies to apply to find the best answer, especially regarding the attitude of the author. I also reviewed her practice essay, which was her best yet. She improved her pre-write, and her position was clear.

The student and I worked on 16 multiple-choice math questions. She did well reasoning through the problems. I gave her tips on plugging in the answers and picking numbers to work with instead of variables.

The student has been working through critical reading tests and vocab flashcards on his own at home. On the reading sections we worked through today, he showed improvement on passage analysis. I assigned him additional vocabulary work. We also worked on a little bit of math. He is making steady progress toward his goal of 500 on each part of the test.

Reading: went through vocabulary cards then worked on sentence completions, playing particular attention to those that contained words she didn't know. Writing: reviewed her essay and did an exercise on finding proper examples and ordering them. Math: geometry review

The student and I began by going over the rest of the English section she had completed during our last session. She again showed improvement in this section. We moved on to a math section. My suggestions centered on the importance of assigning variables to make abstract problems concrete, the efficacy of "plugging and chugging" by selecting concrete numbers to represent variables in a problem, and how it is essential to not go into a problem with a defeating attitude. We also discussed principles of logarithms, the volume of 3D objects, and rules concerning the factor of a polynomial. Her homework is to complete a full practice test in preparation for the ACT.

The student had taken an ACT practice test since our last session. Her results? Perfect scores in math and reading, three wrong in English, and two wrong in science. (She finished all the sections in time except for one.) There is still room for improvement since she's aiming for a perfect score, but overall I'm happy with her progress. We went through each section, going over the questions she was unsure about and learning strategies for answering the questions she missed.

We went over the student's mistakes from the second practice SAT and did extra writing and math samples. I left her with the third practice SAT. I have no concerns from this session.

The primary focus of today's session was on the Science section of the ACT. We worked through several passages together and discussed strategies to approach the problems. I emphasized that it's really a reading test, and since reading is one of the student's strengths there's no reason to be put off by the unfamiliar material. She continues to do best with chart/graph interpretation questions. She's been practicing the reading techniques on her own and reported finding them helpful.

I think we had an excellent session. We first went over the practice the student did since our last session. She is an exceptional student, and her performance on the practice sections improved markedly. We then discussed the math section more generally and discussed particular ways questions tend to be asked. She will complete a full-length practice SAT for next session.

During this session, the student and I worked on the final section in the ACT practice test: the science. She did relatively well on this section and it was one of her highest-scoring sections. Before she began working on it, we went over how to approach the section. I emphasized that she should not spend too much time reading through the text in the passages but rather should focus on the graphs and figures to be able to glean as much information as possible in a short amount of time. Given that advice, she was able to finish the section in a timely manner and got a chance to at least attempt every single question, which is an excellent predictor of how well she will do with a little more practice.

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