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Private SSAT Tutoring in Washington DC

Customized private in-home and online tutoring

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

Selected Washington DC SSAT Tutors

These highly-credentialed SSAT tutors in Washington DC are uniquely qualified to help you. They have attended institutions including 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 leading schools.

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Rebecca

Undergraduate Degree:
The George Washington University - Middle Eastern Studies And Judaic Studies

Graduate Degree:
American University Washington College Of Law - Law

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Paul

Undergraduate Degree:
Georgetown University - Finance

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Jennifer

Undergraduate Degree:
Smith College - Classical Studies

How your tutor helps you master: SSAT

PINPOINTING SSAT AREAS OF NEED

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

IDENTIFYING STRENGTHS & WEAKNESSES

Your instructor will identify your current SSAT skill level, as well as specific weaknesses to be addressed.

INDIVIDUALIZED CURRICULUM

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

Recent Tutoring Session Reviews

The student and I went over the math problems he did for homework. He did great. We also did some timed math problems to help him get an idea of the pacing. He had extra time, and he should have plenty of time on the test to review his answer choices. We reviewed some concepts with angles as well. He also did one timed reading section to refresh on reading test taking skills. He got all the problems correct. Lastly, we went over synonyms and analogies. He has a great intuition for the analogies, and we went over the most common relationships on the test. I assigned him some homework from the verbal section.

Today the student continued her work through the arithmetic section. She was successfully able to work through the factions, decimals, conversion, percentage, and percent increase/decrease problems. She also learned exponents and scientific notation. We developed a plan for the math section. I encouraged her to go back to review root words and prefix/suffixes. After we go through the Algebra and Word Problem section, she will try the math portion of the practice test.

Today the student and I worked on math word problems which related to algebraic equations. He asked about pulling the equations out of word problems, so we worked on that and finished our session with reading. We will continue to work on upper level math and reading in the future as he practices the verbal sections independently.

First, I had the boys work through the second half of the verbal reasoning section we began last time. They are both doing better on analogies- each only missed a few of the questions. I then had them work on quantitative, which they did fairly well on. I had time to work with the one student on two reading passages. He only missed one question! Overall I'm seeing great improvements in the boys' scores and I hope to see continued gains.

The student and I had a wonderful session today. We really focused on math, and we got a lot done. We briefly reviewed what we had gone over before, and then we spent a lot of time on fractions/decimals/percents and touched on algebra. We converted between fractions, decimals and percents. We also practiced adding/subtracting fractions, multiplying and dividing fractions and decimals, as well as converting between improper fractions and mixed numbers. It was a very productive session!

Since this was the first session, most of the session was dedicated to getting acquainted and comfortable with each other, assessing personalities, and evaluating the student's specific needs in terms of subject matter (so far, synonyms, analogies, percentages, and word problems have presented themselves). We also established our schedule of meetings and a tentative calendar of subject matter to focus on with writing on the docket for Wednesday and combinations of verbal and quantitative for next weeks sessions. I have also assigned her to follow two dictionary websites for their "word of the day" and word games to build vocabulary (and familiarize her with spelling). All in all, though, I believe she will benefit most from more exposure to the test itself and tips for taking it, so I will be incorporating practice tests into all of our sessions.

First student: Focused on reviewing information for the Quantitative Section of the SAT. Focused on fractions, percents, decimals, ratios, frequency, algebra, geometry, angle measurement and interpreting graphs. I believe she now understands the basic concepts of how to approach these math problems. There will just need to be more and more practice. We will be focusing on Vocabulary and Reading Comprehension next time.
Second student: He seems to be strong in the Quantitative and Reading Comprehension areas. We reviewed all the practice quantitative problems in his book as well as reading comprehension questions. I clarified some things in the quantitative section for him. We will continue to practice in addition to working on building his vocabulary.

We went over basic test format and how the test will be graded. We also talked about the student's struggles and strengths in different areas. We did a couple practice problems from every section of the test. We discussed strategies for the reading section in particular. She is a fast reader and a strong student, and is most in need of building up confidence and familiarity with the particular format of the test.

We began with a short lesson on multiplying fractions and meanings of fractions: part-of-whole, division, and ratio. We finished practice problems on math and then began verbal section: vocabulary, reading and analogies. I recommend that both students work on vocabulary by writing down all words they encounter that they do not understand and then writing out their definitions. The students worked hard and covered a lot of material.

The student and I worked on reading comprehension for most of the section. I helped him get focused on looking back at the passage for the answer instead of just guessing from memory. Focus is his biggest issue, but he is improving. I believe that my focus strategies are working for him.

During this session we continued to review the verbal section of the test, focusing on synonyms. Verbal test strategies were reviewed, and several timed practice drills were taken.

The student and I made more vocabulary cards and went through them a few times. We also did some Algebra practice as well, building simple equations. She learns very quickly and picks up new information well. Her math skills are strong and keep getting better.

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