Jake scored a 1580 on the SAT and teaches math from algebra through AP Calculus BC, so he's someone who can show an Algebra 2 student exactly how today's work with rational expressions or logarithmic equations pays off in the courses ahead. His marketing background also gives him a practical angle — he's used exponential models and data analysis in real campaigns, which makes it easier to answer the inevitable 'why does this matter' question. Rated 4.9 by his students.

I am Arizona born and raised, my education includes an NYC law school degree with an undergraduate BS degree from University of Miami. In college I majored in Health Sciences with minors in Psychology and Public Health while in law school I leaned into corporate law and finance. Between law school and college I've pretty much covered every topic under the sun! In my spare time, I enjoy reading (especially mystery novels), pretending I'm a chef, and meditating.

Engineering grad work at ASU means Alex is still actively using the tools Algebra 2 introduces — solving systems with complex expressions, manipulating logarithmic relationships, modeling real chemical processes with polynomial and exponential functions. That daily fluency lets him zero in on the exact step where a problem stops making sense, whether it's a tricky rational equation or a sequence that suddenly shifts from arithmetic to geometric. Holds a 5.0 rating and a 1560 SAT.

An economics degree from Northwestern means Andrew spent years working with the kinds of models — exponential growth, systems of equations, logarithmic scaling — that Algebra 2 students are seeing for the first time. His legal training sharpened his ability to build arguments step by step, which translates surprisingly well to walking through multi-step algebraic proofs and showing students why each manipulation is justified. Rated 4.9 by his students.

Brodie has been tutoring algebra since 2016, and his biomedical engineering degree from ASU's Barrett Honors College means he's spent years applying the exact polynomial, exponential, and systems-of-equations reasoning that Algebra 2 demands — designing models, analyzing data, solving problems where sloppy algebra has real consequences. He's especially effective at diagnosing which Algebra 1 habits are silently breaking down when a student hits a wall with new material. Holds a 34 ACT and a 5.0 student rating.

A dual degree in physics and mathematics means Sam has spent years leaning on the exact algebraic machinery Algebra 2 covers — manipulating complex expressions, solving systems, and reasoning through logarithmic and exponential relationships in contexts where getting it wrong breaks a physical model. He's particularly effective at unpacking the leap from Algebra 1 thinking to Algebra 2 thinking, where suddenly a single problem might layer function transformations on top of exponent rules on top of factoring. Holds a 5.0 rating from his students.

Having earned a math degree, Leah didn't just pass through Algebra 2 — she kept building on those exact tools through calculus and quantitative reasoning, so she can pinpoint the precise moment a concept like logarithmic properties or rational function behavior connects to what a student already knows from Algebra 1. She's particularly effective at untangling the shift from concrete arithmetic thinking to the more abstract symbolic work Algebra 2 demands, where students often know the steps but lose track of what they're actually doing. Her 1520 SAT speaks to that mathematical clarity.

Pursuing a pure mathematics degree at Rice, Aaron digs into the structural ideas underneath Algebra 2 — not just how to solve a system of inequalities, but why elimination works and when substitution is the smarter move. That mathematical maturity means he can anticipate exactly where a procedure will stop feeling intuitive and reframe the logic before a student gets lost. Rated 4.9 by his students.

I am an interdisciplinary educator with an Ed.M. from the Harvard Graduate School of Education and a B.A. from Dartmouth College. My background is primarily in integrated arts learning and museum education and I specialize in visual arts, history and art history, and object-based learning. In all subjects, I take a creative, inquiry-based and learner-centered approach, designing opportunities for each unique individual to meet their learning goals.

I'm not tutoring or buried in my textbooks, you will either find me rock climbing at the Triangle Rock Club, playing Ultimate Frisbee, working on my car, or enjoying the great outdoors (beaches, mountains, forests--you name it, I love it). On rainy weekends I enjoy tinkering with computers and old electronics, playing Pokemon, or picking at my guitar.

I am a recent graduate from a masters program in biostatistics at Columbia University. I received my Bachelor of Arts in biological sciences, with a focus in neurobiology at Northwestern University. In August, I will be starting a doctoral program in biostatistics at NYU. I was a teaching assistant at Columbia University in my department and also have tutored graduate students and undergraduates privately as well. My primary areas of tutoring are math and statistics coursework in addition to math sections on standardized tests such as the GRE and GMAT. I am very passionate about helping students feel more confident and excited about math. In my spare time, I enjoy running, playing piano, and spending time with friends and family.

I am a graduate of Wesleyan University, where I received my Bachelor of Arts in Sociology with High Honors. With eight years of experience working in education, I've tutored students in math, science, history, and English, as well as helped students prepare for standardized tests. I've guided adults towards passing the US Citizenship Exam and taught English in India, where I lived for six months. Whenever I work with a student I personalize the lessons to fit their particular learning style, since I know every student is unique and having the right fit can make all the difference in making learning fun and effective. My strengths are tutoring the social sciences and humanities, as well as making math and standardized tests approachable to students that normally don't like those subjects. In my spare time I like traveling, spending time in the outdoors (climbing & backpacking), meditation, and playing soccer. Next fall I will be beginning my PhD in Education at Harvard University.