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

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

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

Summer Tutoring in Washington DC

Customized private in-home and online tutoring

Experience Summer tutoring by highly credentialed tutors. Your tutors offer one-on-one tutoring customized to suit your unique learning needs in the comfort of your home, online, or any other location.

Selected Washington DC Summer Tutors

We can help you connect with Summer tutors near you who are ideally qualified to help you. The tutors hail from colleges 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.

A photo of Jasmine  who is a Washington DC  Summer tutor

Undergraduate Degree:
Brown University - Human Biology & Africana Studies

A photo of Ashley who is a Washington DC  Summer tutor

Undergraduate Degree:
University Of Maryland - Mathematics, Economics

A photo of Tiyata who is a Washington DC  Summer tutor

Undergraduate Degree:
University Of Maryland At College Park - Elementary Education

Graduate Degree:
Mc Daniel College - Curriculum And Instruction

How a tutor can help you make the most of your summer


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

Because the student had very little homework, I took the opportunity to teach her study skills for quizzes that will be coming up this week and next. We went over learning and memorizing conjugations for different French verbs and I had her write out the variations several times. We then went through the material she has covered in math since her last quiz.

I met with the student today. I asked him how his test he had studied for last time went and we checked the source. He did very well on it. We also talked about outstanding assignments, which teachers would still accept them, and he wrote a letter and printed it out for his band teacher because he has a lot of missing music logs. Then the student worked on some of his math homework. We updated his homework log and he made a to do list of priorities for his day, too.

I spent 10-15 minutes with the parents and student to discuss what we were working on, with another 10 at the end to review what we'd worked on. We made a bulleted list of his classes, then discussed areas he may be struggling in organization. We discussed his study environment and began to sort his binders and folders to some extent.

Last night the student and I reviewed a math test and studied for a science test. She completed a review sheet, I quizzed her, and we made plans for study guides. We determined some problem areas, and she said she would focus on those while studying.

The student and I worked on her Spanish homework, which consisted of worksheets focused on irregular verbs and vocabulary about clothing, colors, and seasons. We also completed worksheets in the extra packet her mother purchased. For her English class, she wrote paragraphs to explain and connect quotes from her book. I had her read the paragraphs out loud to see her errors. This is a great editing technique for young writers. We decided to focus on improving her spelling this semester.

I worked with the student on preparing for his upcoming test on Friday. Specifically, we focused most of our time on trig proofs and solving trig equations for x, which involved reviewing with the student how to factor a quadratic. During our session today, the student willingly put forth a good effort and made some progress with independently solving the problems.

Went over a map of Europe and memorized the countries the student will be tested on. Then we went onto Spanish where I helped him form 5 sentences using possessive adjective. After that, we brushed up on basic sentence structure definitions such as simple, complex, etc. and finished the lesson with a review of the map of countries we studied earlier.

We covered how to prepare for classes by reviewing information and doing some practice beforehand so that when the information is taught, it is not new. This should allow the student to get a better grasp on the information so that he isn't as lost during class.

We looked at the student's grades and created an assignment schedule for the week, based on the homework on a list for her to check off as she completes each assignment. I helped her with English (Reading Selection 3 on Shakespeare's Julius Caesar and a Vocabulary Workshop unit) and in geometry, working on a regular polygons worksheet.

Our sessions will focus on college writing, research, and study techniques. Our first writing will be a research on the 1990 and 1995 Atlanta Braves to include the similarities and differences in the two so I may see how he writes when doing a formal paper. We set the guidelines that the paper needed to be written in the APA style. He is responsible for understanding the style he will write in. He is also to read a book based on the Atlanta Braves.

In this session we practiced as a memory refresher reading and clapping rhythms. We also talked about how we will record using these rhythms to record the percussion part for the song. We also practiced a new exercise to practice changing chords using the C major scale and playing each chord of the scale. At the end we talked about leading tones and how they work using the same scale we used for the chords.

Today we covered study techniques for History exams. The student has a big test on Greek and Persian culture, conflict, and society. We used the teacher's study guide and practiced preparing for short answer and essay prompts. He was enthusiastic about explaining what he knew in the subject area, and identified areas to review before the test on Monday. We also reviewed English literature, and talked about using post-its and margin note-taking. Building on last week, we read the play, section by section, aloud. After each section, he summarized the main points, themes, and literary techniques.

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Summer tutor in Washington DC

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