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Award Winning Test Prep & Academic Tutoring in Long Island, NY

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You are matched to an exceptional tutor

We require the most rigorous qualifications of our Long Island 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 in Long Island, NY.


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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The Instruction and Approach Are Tailored to You


Your Long Island tutor is chosen by our expert directors based on your specific learning needs, areas of strength and weakness, and personality.


Our Long Island tutors put you first with personalized lessons that are effective and engaging.


Learning is personal and so are our study plans. Your tutor will help you progress with a customized method.


We fit your schedule. Tutors in Long Island, NY can meet when and where is ideal for you.

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

Personalized Tutoring Works Better

...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 teaching means students are more invested in their own learning
  • Ongoing feedback from your tutor helps you meet and exceed goals
  • Comprehensive session evaluations from your tutor identify your progress and areas needing improvement

Client Satisfaction Guarantee

We'll help deliver a remarkable tutoring experience with your Long Island, NY tutor. Our company is devoted to facilitating the most effective tutoring possible.

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Recent Tutoring Session Reviews

We reviewed the student's multiplication homework assignment. He had already done a number of the problems, so we went over the correct "carrying" procedure and redid some problems. Then we completed Unit 2 in his tutoring spelling workbook. He was focused and good-humored as usual. Since we did not have time for reading, I asked him to read the next three chapters of his book before Thursday's session.

Finished book from the day before and went over spelling words again. The student spelled everything correctly and is becoming a much more confident speller. We spent the second half of the session polishing arithmetic and doing speed drills.

In this session we continued studying for her test by reviewing material from previous sessions, and going over packets to complete practice problems. Topics covered were reactions for oxidations/reductions, carbonyls to alcohols, PCC/Jones Reagents, and adding carbon chains to carbonyl groups. Practice problems consisted of predicting products of these reactions as well as other topics such as resonance, allylic compounds, and radical stability.

He is a diligent young man and shows real interest in learning. This evening, we started out with a general review of verb tenses and formation in the indicative mood. I then discussed the work that he is currently doing in class, the subjunctive tense. After our session, I believe that he feels more confident in his abilities. I enjoyed working with the student and hope that he felt the same way. At this point, I did not assign any additional work. I made suggestions on what he should do to review previously learned material.

We covered how to graph inverse trig functions and how to solve algebraic problems using inverse trig functions. We also did a general review about graphing all trig functions and their respective bounds on an x-y graph.

We practiced the IR verb conjugation. We reviewed and practice the differences of SER and ESTAR. By the end of the lesson, they were both very successful. I will provide the students with additional practice via email.

We discussed the student's progress to date, and went over a packet of sample test questions that she had already done on her own, focusing on troubleshooting content she's not yet familiar with, as well as questions that were tricky due to their structure or to containing specific vocabulary terms. We also did some review of biochemistry (monosaccharides, disaccharides, polysaccharides, amino acids, and hydrolysis/dehydration synthesis reactions)

During this session, the student and I worked on math and English. We did her math homework together, which was about ratios. She found it quite easy, since this was the introductory lesson and it was generally still about fractions. She conveyed ratios in different ways, reduced ratios to simplest form, and wrote equivalent fractions. Then, we worked on English, completing a worksheet about character traits. We talked about why all traits weren't necessarily character traits, since character traits should describe a person's general character rather than just one situation. From her book, she gave me examples of instances where the protagonist's behaviors demonstrated certain character traits, and we made sure that she understood what all the different adjectives meant.

We used a kinesthetic phonemic awareness method that worked quite well with the student. She was able to identify the first and third consonant sound and position as well as the medial vowel. We worked with short a. She took direction quite well and seems to really catch on to procedural instruction. Great job.

Today, the student and I took the time to practice irregular verb conjugations: the rules, exceptions, and the trends behind the verbs. We also went over everyday vocabulary to assist with her formation of sentences. Lastly she did practice exercises using Estar+ an adjective. I commend the student on her incessant effort to improve.

We went over the PowerPoint that the student's class had covered. The PowerPoint went over gases--specifically Charles' law, Boyle's law, Gay-Lussac's law, and Avogadro's relation of moles of gas and volume. The student was relatively confident with the material, and did a good job working through the sample questions on her own.

The students and I worked on review problems for their upcoming test on 1 and 2 sample proportion hypothesis tests and confidence intervals. We also reviewed the conditions necessary to perform inference on proportions and looked at a one sample mean hypothesis test.

Boost Academic Performance

Our tutors have a track record of excellent results for our Long Island tutoring students. Personalized tutoring allows these students to grow academically and approach their studies with the knowledge and skills needed to succeed.


Wesleyan, Michigan, UChicago, ASU Law, Caltech, MIT, Indiana, Notre Dame, Vanderbilt, Claremont McKenna College, Air Force Academy, UC Berkeley, UCLA, Johns Hopkins, Wharton and other top institutions nationwide...