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Award Winning Private Economics Tutoring in Washington DC

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We require the most rigorous qualifications from Economics tutors, in addition to a background check.

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

We offer an unparalleled satisfaction guarantee with your Washington DC Economics tutors.

Customized private in-home and online tutoring

Experience Economics tutoring by highly credentialed tutors in Washington DC. Top tutors will help you understand Economics through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Economics Tutors in Washington DC

Outstanding Economics tutors are available and excited to help you. They have attended renowned programs like MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and many other top programs.

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Undergraduate Degree:
The College Of New Jersey - Engineering Management

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Undergraduate Degree:
Harvard University - Economics

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Undergraduate Degree:
American University - International Studies

How your tutor helps you master: Economics


Your personal learning style and needs will be assessed by our educational director to ensure your key Economics goals are met.


Your tutor will pinpoint the Economics areas in which you excel and the areas that require extra attention.


Your tutor will design a custom-made program to get you on track to meet and exceed your goals.

Recent Tutoring Session Reviews

Good work today! We made sure the questions in the test paper were understood with addition and multiplication  principles. negative numbers, zeroes, and factoring trinomials. Assigning home work for holiday, online and book review assignments.

First session with the student went great! He picked up logarithms in Algebra II very quickly. In chemistry he did his homework sheet. Some of the concepts seemed hard to him at first, however, after he finished he seemed much more confident with the material.

I met with Student A and B for the first time today.  We went through the outline of the exam, then I had them take the first two sections of the test, and went through the results.  Verbal reasoning and quantitative reasoning were both challenging for student A.  Student B did well on both sessions, showing excellent deductive reasoning and test taking skills.  

We went over most of the difficult problems types. She seems to have a better understanding of the math section. She will do practice test 3 before we meet again and study math and vocabulary on her own. For the remaining two sessions, we will focus on verbal and writing.

I met with the student this past Sunday to help him prepare for the SAT, and we went through a stack of note cards I had given him to practice.  He knew all but two of them quickly, which encouraged me.  We then spent the remainder of the time focusing on reading comprehension.  He did well on all but one of the sections, and I will chart his progress when I meet with him tomorrow at 3pm, and again the next day.  

Topics: Student's test structure questions from last session (Monday), essay section structure, analyze an issue strategies, sample essays, math review, practicing word problems (algebra word problems, data interpretation word problems)    Progress: Student completed a practice quantitative section, which is excellent practice. In the session, she seemed to be more confident as she worked through problems. However, she has forgotten a number of the math concepts that are key in the test (basic statistics, geometry formulas, etc.). I will prepare a set of presentations on these topics which hopefully will fill in any holes in her memory. I also plan to come up with a list of debate topics to get her comfortable with the variety of prompts on the analyze an Issue essay.

We continued to address test-taking strategies for each section of the test, especially focusing on the verbal reasoning portion. Progress achieved: the student realized that one of the tricks she could use in the synonym portion was to think of words that sounded similar to the word in question, and for which she knew the definition. For example, thinking of the phrase "in transit" when faced with the unfamiliar word "transient." When solving mathematical word problems, she continued to practice using fractions to figure out conversions (for example, miles/hour to feet/second), and probabilities, becoming more confident in her use of fractions to efficiently solve these problems.

We covered the basics of coordinate planes, how to solve word problems dealing with arithmetic patterns, how to solve word problems dealing with geometry, proportions, and how to solve inequalities.  The student showed a visible increase in confidence on the various subjects and made much progress throughout the session.  She is progressing very quickly, and we are able to cover a range of topics relatively quickly.

Today we reviewed for the upcoming test. We completed a number of questions from an old test. The student seemed to be doing very well. She was approaching the problems well and seemed to have a firm grasp of this material.

Working on order of operations. While he knows the math and the rules he simply goes too fast. We worked on these and I let him know of these particular issues.

The student worked on perfect trinomials, factoring quadratics with the x^2 term coefficient being larger than one. Also, she worked on +/-/x radicals, simplifying radicals, and rationalizing the denominators.

I helped the student study for his Spanish final exam. We went through his study packet, and I gave him some practice sentences where he had to put in the correct verb with the correct conjugation. He started off a little shaky, but with practice he was able to get the correct answer for all the problems.

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