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PSAT Tutoring in Washington DC

Customized private in-home and online tutoring

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

Selected Washington DC PSAT Tutors

We can help you connect with exceptional PSAT 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 other nationally recognized programs.

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Dwayne

Undergraduate Degree:
City University Of New York - Biology

Graduate Degree:
Howard University - Pharmacology

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Parth

Undergraduate Degree:
University Of Virginia - Biology

A photo of Mrunali who is a Washington DC  PSAT tutor

Mrunali

Undergraduate Degree:
Mc Gill University - Biology & Mathematics

How we help you master: PSAT Prep

IDENTIFYING PSAT GOALS

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

IDENTIFYING INSTRUCTIONAL PRIORITIES

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

INDIVIDUALIZED LESSON PLANS

1:1 PSAT tutoring is specifically designed to help you meet and surpass your goals.

Recent Tutoring Session Reviews

We reviewed incorrect answers from the Critical Reading and Math sections in the practice test. The student outlined an essay for a prompt. We reviewed the first column of vocabulary. We then went through the Writing Skills section and she is going to finish at least one reading and math section, and study two more columns of vocabulary. Her scores on reading and math are strong. She's making some improvement and mastering topics we've covered.

Today we drilled for the writing section, discussing misplaced modifiers, tense, and proper use of semi-colons for the writing section. He also completed a vocabulary quiz in preparation for the sentence completion portion of the Critical Reading section as well as some math problems for extra practice. I left the remaining sections of a practice test for homework. No concerns to report.

The student and I focused on the math portions of the PSAT. For homework he completed and graded Section 2. Upon reviewing his answers, it was clear he excels in math. The student completed Section 4. He took his time and scored higher. We will continue to review geometry and a few specific types of problems over the coming weeks. For homework, he will try a diagnostic writing portion of the PSAT and will study prefixes and suffixes to assist him in vocabulary.

We reviewed the diagnostic that was assigned for homework and went over a couple of themes that are repeated throughout the PSAT in this section, certain key kinds of questions to look out for. We then did a 30 question Math diagnostic to work primarily on word problems and to build up speed.

Today, the student and I went over a practice SAT. The results were mixed with the student doing well on one math and one reading section while doing poorly on the other math and reading section. He took the test over several days which meant his performance varied by day. In reviewing his errors, he was quick to get the correct answer demonstrating that his score should have been higher. We discussed time management strategies, including when and how to skip questions and eliminating wrong answer choices. Elijah struggled most with long reading sections which we will focus on during our next meeting. Elijah understands the content. His area for growth is in understanding and answering questions in a timely manner.

Today the student and I covered PSAT writing. I gave him a prompt for an essay which we corrected and also went through multiple areas of sentence completions, subject errors, noun-noun agreements and what to expect on the multiple choice portion of the test.

Today, we finished reviewing the tactics and strategies for the math section and I had the student review and learn new words to expand her vocabulary. We also went over what she got wrong on the practice section for writing from the last session. Finally, I had the student complete a practice math section so she could better pace herself and have more time to complete the problems.

We worked a little on brainstorming essays, but spent most of the session on critical reading. We discussed how to narrow down too much data and how to approach difficult questions where every answer seems equally right and wrong.

We worked on the math section of the assessment. This included an introduction to basics of math sections, strategies for test taking, question types, and some basic review of math concepts. I left her with practice problems to complete prior to our next session. I have no concerns from this session.

We went over her critical reading section. Then we did some vocabulary flashcards and some passage reading flashcards, on which she did very well. We moved on to math and focused on quadratic equations. She is really strong at factoring. We also went over the math practice section she did for homework and addressed the questions she missed, which had more to do with math errors rather than concept errors. For next time she will just do one math practice section and we will focus on the topics she gets wrong in that section.

Today we went through two math sessions and several sentence completion questions. He performed very well on the math questions, averaging 16 correct out of 20. He completed the first 5-7 problems of each section very quickly, leaving him ample time for the remaining questions.

The student and I worked on one of the practice sections from the math portion of the practice book. He has the basic blocks set up in his head to execute the problem, but he seems a little quick to give up if he can't immediately identify how to take the information from the problem and rearrange/package it into a means to solve the question. I recommend he brush up on his fundamentals, particularly his algebra in working with polynomials and geometry in knowing the properties of lines (when multiple angles are in play). If I set up the problem, he can solve it, but we need to get him to the stage where he feels confident setting up the problem himself. For homework, I assigned him to review the book's math sections a drilling the basics will give him more of a chance to tackle the concepts embedded in the questions.

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