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ASPIRE Tutoring in Washington DC

Customized private in-home and online tutoring

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

Selected ASPIRE Tutors in Washington DC

Outstanding ASPIRE 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 additional high-caliber institutions.

A photo of Sara who is a Washington DC  ASPIRE tutor


Undergraduate Degree:
Grinnell College - English, Secondary Education

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Undergraduate Degree:
Swarthmore College - Political Science

How your tutor helps you master: ASPIRE


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


Your tutor will quickly assess your proficiency with the material, and identify areas for improvement.


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 met for a final review before the April 23 administration of the test at her school. She correctly answered all questions on the critical reading section of her practice test. She had some questions based on the English exercises she completed. We reviewed singular pronouns, pronoun agreement, and pronoun ambiguity. She indicated that she felt very comfortable with all of the math concepts tested, so we did not review any math. We did, however, discuss both macro strategies and particular challenging questions that arise frequently on the science reasoning section.

The student did his homework which involved doing a practice ACT section focused on comprehension. We did most of another section for our final half hour; our first reviewed his homework. He was drilled on some essay language we've been working on. We also read an article in Time to develop his ability to figure out words he's not comfortable with.

We went over a review of the algebra material we had previously gone over. We also went over measurement calculations and unit conversions. I also assigned the student some problems from the end of the workbook chapter. Overall, the student seemed to understand the material very well.

The students finished sections 7 and 8 as homework. We reviewed errors, then went over section 9, along with 10 additional vocabulary words. They will finish section 10 of Test 8, along with sections 1 and 2 of Test 9.

The student still needs to bring a copy of the practice exam that I had assigned, mainly so that I can read the essay he wrote and show him how to keep on improving his writing skills. He had looked up what score he would have received based on how many questions he had answered correctly, and compared it to the scores needed for admittance into the colleges he plans on applying to. It is high enough for some of the colleges, but we are still going to work on getting a higher one. We spent most of this session going over math questions. I showed him some faster ways of answering some of the questions in order to help give him more time for the multiple step questions, and for the questions that he has to plug in each answer choice to see which one is correct. His homework is to take another practice exam.

Today the student and I focused entirely on geometry. It was clear from our last session that review would be good for her, so I went through a few common geometry topics (such as angles, triangles, and quadrilaterals) in the amount of detail that one might expect to see on the SAT. There were ample practice problems available in the SAT book, and as we worked through each section she picked up the material quickly. I'm convinced that she'll do much better with geometry questions now, which was her most difficult math subject before. Our next session is this Friday, during which we'll round off our discussion of geometry with circles and move on to timing strategies.

Today was my first session with the student. After discussing what she felt were her weak areas on the SAT, I asked her to complete some sentence completion and passage-based reading questions under timed conditions. She went through the sentence completion questions with relative ease, whereas the passage-based reading questions posed more trouble. At times, she had difficulty understanding the passage. She was already aware that this was an area in which she could improve. At the end of our session, I recommended that she focus on bettering her reading comprehension skills and taking full length practice tests as her test day is less than two weeks away.

Review essay told to focus on concrete examples and rewording sentences. Reviewed some math practice questions on abstract reasoning and spatial reasoning. Reviewed vocab section and was told to start compiling a list of vocab words. Reviewed writing section and typical mistakes in plural/singular, grammar, and parallelism. Was told to keep up the essay practice and keep up the practice questions.

I made the student take two timed SAT practice test math sections. Following each, we went through the problems the student answered incorrectly and discussed why she got them wrong (simple mistakes, misinterpreting question, lack of knowledge). We discussed strategies for limiting the amount of simple mistakes and how to ensure that the question is well understood. In terms of lack of knowledge, we covered graphing inequalities, factoring (again) and linear equations. I told her to try to take a few more timed practice sections.

Today we went over the beginning to trigonometry, concerning sin, cos and tan of triangles. She quickly finished her Algebra 2 homework without any problem so we went on to cover Math material. We went over the lessons in the book regarding numbers and operations, as well as functions and rates. It was important to stress to her to read through the whole problem first and determine what you are solving for before you start plugging numbers in and trying to find an answer.

The student and I covered the reading section. He did very well overall, especially considering that he said this was one of his harder sections. He is doing some practice reading problems before our next class.

Because we scheduled this abbreviated session at the last minute, we tried to quickly hit all major subject areas. We opened with a difficult math warm-up problem to practice analyzing the steps needed to solve a multi-step problem. We next practiced a sentence completion problem that the student was able to solve by eliminating wrong answer choices and without actually knowing the meaning of the correct words. We wrapped up by spending the majority of our time on identifying sentence error and reading passage questions, reinforcing the concepts we've already discussed.

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