Award-Winning High School Computer Science Tutors
serving San Jose, CA

Milan's CS degree means he can teach high school programming concepts — variables, control flow, object-oriented basics — with a real understanding of what's happening under the hood, not just pattern-matching syntax from a textbook. His English double major also sharpens how he explains things: he's practiced at making technical ideas readable and clear, which matters when a student is staring at a block of code that makes no sense yet.

The jump from "using computers" to "thinking computationally" trips up a lot of high schoolers, especially when loops and conditionals first appear. Dennis breaks programming logic into small, testable pieces so students build confidence writing their own code instead of copying examples. He holds a 5.0 client rating.

The jump from using a computer to thinking computationally is where most high school CS students struggle. Sarah's training in physics and math gave her deep practice in the kind of logical decomposition that makes loops, conditionals, and basic data structures click rather than feel arbitrary.

High school CS often moves fast from basic control flow to more intimidating topics like recursion, sorting algorithms, and array manipulation. Ignacio breaks these down using Java and Python examples that build intuition step by step, drawing on both his UChicago training and his current graduate-level CS work at DePaul.

I am Chad Bergman, a current Dartmouth student pursuing my Bachelor's in Economics with a physics minor. I have experience tutoring college economics in person on Dartmouth campus as well as online tutoring in high school calculus and physics. I've had great success on the SAT and ACT as well as my AP tests in high school, and I hope to help others succeed as well. My favorite subject to tutor is physics because I feel like learning to apply a few fundamental principles to different real world situations is extremely useful in any discipline. While tutoring I try to help students master the fundamentals so they can apply them to the material we're working on as well as future material. Outside academia, I help look after my four siblings and play more League of Legends online than is perhaps healthy.

High school CS courses often move fast from basic control flow to more complex topics like arrays, sorting algorithms, and introductory object-oriented programming. Noah's computer science degree from Duke means he can explain why a for-loop works the way it does, not just show the syntax. He adjusts his explanations based on whether a student thinks visually, logically, or learns best by building small projects.

Starting computer science can feel overwhelming when variables, loops, and conditionals all hit at once. Wesley eases that learning curve by teaching each concept as a building block, drawing on the systematic problem-solving approach he developed across two engineering degrees. Rated 4.7 by students, he's particularly effective at making that first semester of coding feel manageable.

That first encounter with loops, conditionals, and arrays can feel overwhelming — but it's really an exercise in precise logical thinking. Calin studied both mathematics and computer science formally, so he connects programming concepts to the kind of step-by-step reasoning students already use in algebra and geometry. He's especially effective at making abstract ideas like functions and scope concrete through hands-on coding examples.

For students encountering loops, conditionals, and arrays for the first time, the leap from "I followed the example" to "I can solve a new problem" is the hardest part. Anna bridges that gap by teaching structured problem decomposition — breaking a coding challenge into smaller logical steps before writing a single line. Her background spans multiple programming languages, so she adapts explanations to whatever language the course uses.

That first real programming class can feel overwhelming when you're staring at a screen full of syntax errors with no idea where to start debugging. Kevin breaks down foundational concepts like loops, conditionals, and arrays with enough detail that students learn to read their own code critically. His patience with beginners stands out — he'd rather over-explain than leave a gap.

High school CS courses often jump from basic print statements to complex topics like arrays, sorting algorithms, and object-oriented design without enough scaffolding in between. Ryan bridges those gaps by connecting each new concept to code students can actually run and modify themselves. His experience with Java, Python, and AP Computer Science A means he can match his explanations to whatever language or curriculum a student is working in.

AP Computer Science and introductory programming courses often trip students up at the same points — loop logic, array manipulation, and understanding how methods pass data around. Michael's UCLA computer science background means he can trace through code line by line and show exactly where a student's reasoning diverges from what the machine actually does. That debugging-oriented approach builds real problem-solving instincts.

High school CS often covers a grab bag of topics — basic data types, conditionals, loops, maybe some introductory object-oriented programming — without always connecting them into a bigger picture. Diego bridges that gap by showing how each concept feeds into the next, drawing on his own path from high school coding to studying CS and cybersecurity at NYU Courant.

I am currently a senior at Emory University studying chemistry and applied math with a focus on inorganic chemistry. I will be available to tutor algebra, trigonometry, algebra 2, biology, chemistry, calculus, geometry, pre- calculus, and ACT prep. I started tutoring in high school and continued tutoring at Emory where I tutored general chemistry, introductory biology, and calculus for two years. Apart from academic tutoring, I am also involved in Project SHINE which teaches English to recent Atlanta immigrants. I believe that education (no matter what kind) is crucial in life, but I also strive to emphasize why something is important. In my experience, most students struggle with something because they don't understand exactly why it is important or simply do not care. I am heavily involved in academic research at Emory so I am able to help a student understand exactly why a specific subject area is important and how it is continuously applied both in the lab and in the real world to improve our lives. It's always easier to see the physical and practical applications of a subject than try to visualize its importance on paper. In my spare time I enjoy chemistry, ancient Roman history, jam bands, running, cycling, and scuba diving.

That first encounter with nested loops or recursive functions can make high school CS feel overwhelming in a hurry. Eric, who studies computer science at NYU alongside finance and statistics, breaks down programming logic step by step — tracing through code execution, diagramming how arrays store data, and explaining why certain algorithms run faster than others. He's rated 5.0 by students.