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SHSAT Tutoring in New York City, NY

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

Selected SHSAT Tutors in New York City, NY

We can help you connect with exceptional SHSAT 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 a number of other renowned colleges and universities.

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Undergraduate Degree:
Saint Peter's College - Art History, Classics, And Philosophy

Graduate Degree:
Pace University - Math Education

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Undergraduate Degree:
Brown University - Philosophy, Theatre Arts

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Undergraduate Degree:
University Of Pennsylvania - Biological Basis Of Behavior

How your tutor helps you master: SHSAT


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


Your instructor will identify your current SHSAT skill level, as well as specific weaknesses to be addressed.


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 reviewed the math and science tests that she had taken earlier this week. With math, we went over Pythagorean theorem, problems involving triangles and unknowns revolving around area, as well as equations of lines. Regarding English, we reviewed diction and syntax and how to eliminate choices in the SAT passages. Also focused on how to mark the passage and read for overall theme, not just to define certain terms.

Today we focused mainly on writing because, much to our delight, the students reading score went up 90 points this past week. As usual we started by running through incorrectly answered questions from the last practice test. We focused mainly on writing and the student found that he was familiar with most of the grammar points. The problem was more about recognizing them when he encountered them. We completed two paired passage readings, one in our regular mode and the second in test-taking mode. I emphasized the value of note taking while reading as bridging the gap between reading well and answering questions well. Other than that we focused on writing sections, going through grammar points and idioms as we encountered them.

This session marks the halfway point for us, so it will be the last one where we focus on math for awhile. We reviewed another set of math sections from a full test and saw high scores staying around the same from all three students. They had a bit of trouble with the hard student-produced response questions, but besides that there were no big weak areas. We finished up with a preview of the critical reading section and what we will be going over. We will start that material over the weekend, and I've instructed them keep up with math practice so that they maintain and improve their scores.

We started by going through the 8th grade practice test from the website. It is last year's test. We went through it together. I told her that I just wanted to get a feel for how she approached the problems. Any that she said she didn't understand we put aside for later. At the end of the session, she seemed to be doing well in all but a couple of areas. I asked her what she wanted to get out of these sessions, and basically she wants more confidence in what she already knows. We will also be working on surface area and the Pythagorean theorem more specifically.

Today, the student and I worked through each of the sections, focusing on the practice problems she'd been given. We talked about her essay and the vocabulary, and then discussed some math strategies. We also discussed the results of her two practice tests and talked about areas of opportunity for improvement. Before our next meeting, she will complete the 3rd practice test.

We talked about the student's goals for the test and reviewed 4 Math sections from his official practice tests. We talked about viewing the SAT more like a set of puzzles than a traditional math test. We looked for shortcuts to improve on time and used simple tables to track guess-and-check work which clarified complex problems. By the end of the session, the student was getting more comfortable with the tricky style of SAT math questions. The student took a practice test a month ago and has scores hovering around 500.

We went over a practice Math section he had been assigned as homework, reviewing concepts he struggled with. I made a note of several smaller issues he had difficulty with (perimeter VS area, medians, etc.) and quizzed him on those a few times later. We switched to practice English sections, and went over pacing strategy. I left him with a practice test for homework.

The student and I worked through a practice math section together, 15 minutes at a time. He's really quite fast at the beginning of the test and slows down a bit as he gets closer to the end, which is normal. Mostly, he just needs to have faith that he's got plenty of time to at least read the hard-looking questions. We refreshed some basic geometry/algebra rules, too. We're all set for our last session tomorrow!

The student and I split our time between SAT Reading and SAT Writing. We began by discussing the reading and writing selections that she had worked through on her own time before continuing forward. The student has really begun to perfect her ability to predict the correct answer to a question before looking at the given answer options. Vocabulary and edit-based questions seem to cause the student the most trouble, so we will continue to focus on these question types. I left her with a timed section of reading to work through so that we can begin to focus on time saving techniques.

Today, we started the session by reviewing the writing section the student did for homework. After that, we spent the next hour reviewing geometry concepts. We went over the area and volume formulas for triangles, rectangles, circles, and other polygons. We went over how to solve for surface area as well. We then reviewed graphing- slope of parallel and perpendicular lines, how to find length of a segment on a graph, and how to determine unknown coordinates. We spent extra time on 3-d shapes such as cylinders and pyramids and how to solve for side lengths. I had her do half a math section at the end to see if she was able to apply these concepts.

Today we covered math test taking strategies. I went over how to guess intelligently and how to backsolve using the answer choices to narrow down the correct answer. I then went over math content and made sure the student knew the basics of the topics most regularly covered on the ACT like geometry, fractions, exponents, averages, and logical thinking. The student struggles most with making avoidable mistakes. When we went over her previous practice test, she recognized and knew how to do most of the questions she had gotten wrong. I want her to focus on thinking through the questions instead of trying to use the most difficult, arithmetic heavy methods to solve for the answers. I left the student with a full length practice test and with one Reading and one Science passage per day.

The student and I worked on some grammar questions during this session, both on the "fix the grammar in the sentence" and "choose the best rephrasing of a given sentence". I explained to him the grammatical reason of why each answer choice was either right or wrong. I had him take note of any word he was unfamiliar with so that he could learn its definition in case the word shows up again on a future SAT. While he was looking up what these words meant, I read both the essay he had written for the previous tutor and the one I had assigned for him to write last Friday. The second essay showed a marked improvement over the first one. More of the sentences were grammatically correct, and it was easier to follow along with what he was thinking. I hope that this improvement continues while I work with him. His homework is to work on another practice test.

We started by going over the math homework I had assigned. When we went over some of them together, he was able to figure them out without too much assistance from me. With the more difficult problems I had to help him along a little more, but he did understand all of the steps. For homework this week, I asked him to make flashcards for all of the formulas on the reference table plus the distance and midpoint formulas, and try to memorize them. Then I want him to complete one math section, not timed, trying/at least starting all of the questions, and showing all of his work.

We reviewed for the state assessment with the practice test the student's mother provided. We also did the friendly letter section in the textbook she uses for grammar. The student is getting ready for the last part of the state assessment, and her mother would like me to come back Thursday.

Yesterday, the student and I reviewed her homework. She did very well on the reading section and got a 100%. Her scrambled paragraphs were okay and her logical reasoning was okay as well. We really would like to start heavily reviewing logic and scrambled paragraphs because there hasn't been very many review problems on those. The logic problems will still not be very plentiful because we do not have a book, but we have a scrambled paragraphs book that will hopefully improve those scores. Also, the student and I worked on a math section. She is doing better with math. I left her with math review problems and some verbal sections as well.

We began with geometry, and covered most topics that will be on the test. The student had a good grasp of many, but we worked a bit on the Pythagorean Theorem, which he hadn't seen before. We then worked on one type of logical reasoning question and did a worksheet on it. Finally we did some scrambled paragraphs and reading comprehension.

We meticulously worked through the wrong questions from her homeworks. We started a vocabulary list and went over math formulas. She is a strong student in verbal, and above average in math. I'll be focusing more on math.

We are in the process of going through practice tests section by section to solve all problems, as we have covered all concepts already.

The session began with the student reading through an information packet for the test prep book. While she studied the booklet, I corrected the ninth grade math problems she completed. Afterwards we reviewed each of the math problems. Before the session ended, we practiced answering some of the math problems the student had questions about from last week's session. Once we completed the examples, the student began a brand new practice test. I left the student with a practice book for the test prep book for additional support.

We did practice reading comprehension and scrambles. The student is making progress in using strategies to grapple with the reading passages and scrambles. We talked about strategies that he can use to bring focus back to his work.

Continued to look at most recent scores, saw some progressions in the student's technique. Were in a good place to start looking at his test-taking mechanics at a point-to-point level.

We started our session by really delving into scrambled paragraphs, which the student had read up on for homework. We practiced looking for key words, finding the organization of the paragraph (chronological, argument, geographical, etc.). He steadily improved as we worked. Then we worked on logical reasoning-- specifically code problems. We went over how they work and strategies for attacking them. I think one helpful point for him is realizing we never have to solve the whole code-- only what we need to answer the related questions. We finished up with some math practice, which he seemed comfortable with. For homework, he has reading comprehension and math practice.

We covered specific mathematics questions that the student raised from the study materials that she had purchased to practice the tests. Then we reviewed some algebra concepts about slopes and lines that I agreed to cover at the beginning of this session. Following that we reviewed a selection of sample test questions that I brought with me. The student has spent much time practicing and misses very few questions

The student and I worked on fundamental math concepts and practice problems. This included arithmetic and algebra. We discussed that he has a lot of information to learn in a short period of time, so we have our work ahead of us. I left him with more practice problems for next time.

We spent some time on Mathematics, focusing on proportional relationships. We identified similar problem types and used our experience with them to inform how we approached the next. He would benefit from extended practice with percents, fractions, and solving proportions algebraically. He has shown good logical reasoning skills, and is able to do much of the work in his head. Additionally, we worked on the scrambled paragraphs and logical reasoning sections. I emphasized re-reading as well as paying attention to transitional phrases and ideas throughout the paragraphs. For the logical reasoning problems, we discussed the benefits of diagrams and I demonstrated how to use different diagram types for different problem types.

This was my first session with the student. It went very well. There are two major sections of the SAT that we went over both today. I noted with the paragraphs' organization she was stellar but for other sections such as math she did struggle. I left her with extra practice and look forward to our next session. I also do not have any concerns from this session.

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