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Award Winning Private TACHS Tutoring in New York City, NY

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TACHS Tutoring in New York City, NY

Customized private in-home and online tutoring

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

Selected TACHS Tutors in New York City, NY

We can help you connect with exceptional TACHS 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 additional high-caliber institutions.

A photo of Joe who is a New York City  TACHS tutor

Undergraduate Degree:
Monroe College - Business

Graduate Degree:
Iona College - Education

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Undergraduate Degree:
University Of Pittsburgh - French And Italian

A photo of Erin who is a New York City  TACHS tutor

Undergraduate Degree:
Queens College - Neuroscience

Graduate Degree:
University Of Pennsylvania - Bioethics

How your tutor helps you master: TACHS


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 TACHS tutor to help shape and define your lesson plan.


You will surpass your learning goals with an education program personalized to your needs.

Recent Tutoring Session Reviews

The student did very well on grammar and a solid job on a timed reading passage. No concerns from this session.

Today we worked extensively on shortening the time needed to answer English section questions. We went over the results of the 100 question practice set in depth. We also did a brief practice set on paired passages comparing authorial tone and opinion, in which the student showed a great amount of improvement in accuracy and completion time. Great progress and session overall.

Today, we did a crash course for the ACT, focusing on strategies for each section. He responds well to good, logical approaches to the material. We even found a strategy for the science section that helped him move faster to prevent timing from becoming an issue.

We worked through some SAT sections she'd worked. We also talked about the ACT and she looked over the ACT book I have. I think content-wise it's easier, but requires that students work at a much faster pace. I encouraged her to work through a couple of practice sections and see what she thought.

This was my first session with the student and we covered some general test taking and test prep strategies. Then we moved on to some critical reading problems. Finally we worked on some of the basic math. He did very well with the critical reading. He is very capable on the math section as well, but he will benefit from a bit more organization while working through math problems. I left him with some exercises from his book for both the verbal and math portions of the test, as well as the diagnostic test.

We covered ACT Math and part of Science. This is our last official session before the student's ACT this Saturday. If she has any questions on her practice between now and then I've told her to just give me a call or email.

We focused on practicing effective pre-writing for the timed essay portion of the assessment test. We also reviewed the student's strategies, goals, and preparation plan for his upcoming test. The student and I both believe he has benefited considerably from our sessions together, particularly on the reading section, and feels much more confident going into this weekend's test.

This was the student's final session before the exam. She completed both sections in time and got a 19 in English and a 17 in math. I anticipate that she will do slightly better than this on the actual exam. These scores are still both higher than her initial score, and would lead to a three-point increase in her overall score when paired with the science and reading sections. I left her with pacing and checklist sheets.

The student and I covered writing and math. He is concerned with the writing section of the assessment test as it was his lowest score when he took the test. Math he will do well because he uses his knowledge from school to solve problems efficiently and quickly.

Today was my last session meeting with the student before his assessment test on Saturday. We started by going over the essay portion since he is taking the assessment test with writing and that is the only portion we hadn't covered yet. We talked about basic requirements for the essay (thesis, evidence, organization, etc.) Then we talked through a writing prompt and practiced how to write a thesis, think of examples, pre-write, etc. We then shifted over to English. We reviewed grammar and worked through a last English passage to make sure everything was clear, since it's been a while since we worked on English.

Today we covered a few long reading questions (specifically those have to do with dealing with the tone of the passages, and inferring answers from long passages of text). I gave the student some pointers and techniques for going through these long passages rapidly, so that it can help him with his time during the test.

Yesterday, the student and I covered reading and science. I am seeing steady improvements in his use of the strategies (speed reading, science passage ordering) that I have suggested. His scores are consistently above 90% correct -- and rising.

How can a tutor help you master the TACHS?

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TACHS tutor in New York City, NY

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