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Highly Effective Test Prep & Academic Tutoring in Houston, TX

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Work With The Perfect Tutor For You

We require the most rigorous qualifications of Houston tutors, in addition to a background check. Only a tiny fraction of those candidates who apply ultimately make it through our demanding interview process and become a Varsity Tutor.


Harvard Law School, Columbia Teachers College, UPenn School of Medicine, Princeton, Yale, MIT, Stanford, WashU, Rice, Northwestern, Emory and many more top programs...

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You Receive A Customized Program And Personalized Tutoring


Our knowledgeable directors help you choose your Houston tutor with your learning profile and personality in mind.


Your Houston tutors have the tips, tricks, and customized lessons to help you meet your goals.


You can see improved results faster when instruction is tailored to you.


Your Houston, TX tutors understand the importance of flexibility. They can meet when and where your busy schedule permits.

A dedicated director will be available to ensure your sessions are progressing effectively.

Private Tutoring Is More Effective Than Classroom Or Group Learning

...Children tutored individually performed two standard deviations better than children who received conventional classroom instruction -- a huge difference. end quote

-New York Times
Sep 14, 2012


  • Tutoring sessions are personalized to each student
  • One-on-one tutoring sessions are more engaging
  • Ongoing feedback from your tutor helps you meet and exceed goals
  • Comprehensive session evaluations from your tutor identify your progress and areas needing improvement

Guaranteed Satisfaction With Your Tutor Or Your Money Back

We guarantee you will be satisfied with your personally selected Houston, TX tutor. We take pride in ensuring an exceptional tutoring experience for every client.

Recent Tutoring Session Reviews

In this session, the student and I studied for his test the following day. The math section he's currently covering involves functions, and some basic concepts and operations involving them. There was also significant emphasis on graphs, and the idea of transformations of basic parent functions.

The student is definitely bright, and we finished up right at an hour.

Today, we worked on some quiz review regarding distributing polynomials and different ways to think about quadratic equations.  The student needed some review of the FOIL method of distribution, and we had to slow down a bit so he could focus on the steps, but otherwise he picked it up very well and was able to do most of the homework himself.

The student and I reviewed world history for her exam but primarily focused on math. She showed a strong understanding of inequalities and solving for the variables. The absolute values were more tricky, especially when involving dividing by negative numbers and switching the inequality sign but after a handful of problems, she seemed to understand the concept. It seems as though she has a strong understanding of math but can get confused by abnormal equations or more complex ones. A majority of her errors come from easily remedied mistakes.

Graphing lines. Point slope form, slope intercept form, finding slopes and intercepts after being given points, and setting up word problems. Student  seems to be doing a lot better with the whole subject in general.

We continued our review of the renal system (and almost finished!). We continued our review of extrinsic and intrinsic control of glomerular filtration rate and began on renal clearance, how NA/K ATPase pumps help draw sodium ions out of the lumen and into the capillaries/interstitium. We discussed where secretion of K and H take place as well as how ADH, aldosterone, renin, and angiotensin I and II work. The student definitely understands the material and we made really good progress today.

Student completed some measuring worksheets in math. She worked on separating suffixes from root words. We finished the session by practicing her long division skills. She is making progress in remembering the division steps.

Reviewed arc lengths and sector/segment areas, writing out the steps for each type of problem. Then we talked about preterite, imperfect, and pasado tenses. I encouraged the student to make several note cards and leave them in places where she spends downtime, like the car, so she can work little bits of studying in throughout the week.

We covered new vocabulary for talking about time (day, month, week, year) as well as numbers 1-10. The student learned how to ask someone how long they had been in New York, and how to answer the same question. We continued to build on his conversation abilities.

Today the student and I reviewed some questions from a practice test she is taking and then continued to discuss chemistry topics. She has a better understanding of Chemistry principles and is able to follow our discussions easily.  Specific topics that we covered today include stoichiometry, thermodynamics, and thermochemistry. In those topics we discussed Gibbs free energy, Enthalpy, Entropy, Calorimetry, and Oxidation/Reduction.

The student and I began today's session working on right triangles and the special relationship between their sides and angles (via tangent, sine, and cosine). I reviewed the acronym SOH CAH TOA to help her remember when and how to use the three different trigonometric functions: sine with opposite and hypotenuse, cosine with adjacent and hypotenuse, and tangent with adjacent and opposite. We spent the rest of the session reviewing these functions via practice problems. She and I spent today working preparing her for an upcoming math quiz. We reviewed the concept of monomials, the special product and quotient rules regarding monomials with the same base term, and multiplying polynomial equations. As we reviewed each section, we also worked on practice problems to demonstrate our mastery of the concept.

We went over various types of question types related to circles involving area, circumference and angles. We talked about how to recognize the radius of a circle even if it is not explicitly stated. We talked about word problems (how to read them) specifically ones involving percentages. We also talked about some three dimensional geometry. The student can grasp new concepts relatively fast, so I am very optimistic about her current and future progress!

In our session today, the student finished covering the kidney, in particular, the purpose of the proximal convoluted tubules, the loop of Henle, the distal convoluted tubules, and the collecting duct, and the hormones that work on it, such as aldosterone and ADH. We also covered the basics of the immune system including the difference between humoral and cell-mediated immunity, and the effector cells of each system. Student did not appear to be struggling with any of the material, though she realizes she has a lot to memorize before the next test. Student and I will work through her problem book in the coming week. No concerns from this session.

We Get Results

These tutors provide high quality instruction that can lead to markedly better results. Students in Houston find themselves more confident and more prepared to face challenging tests and attain top scores.


Boston University, Wharton, NYU, UT-Austin Med School, Johns Hopkins, UPenn, Caltech, Amherst, Vanderbilt, Indiana, MIT, UC Berkeley, Boston College, Claremont McKenna College, Brown and other top universities...

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(832) 748-1733