I am currently pursuing a Bachelors of Science in Aerospace Engineering at the Georgia Institute of Technology. I am also a graduate of the high school International Baccalaureate Program. I have informal experience tutoring high school physics, but am most passionate about tutoring students for the ACT standardized test, having had extensive experience preparing for standardized tests throughout high school. I am eager to aid students in boosting their scores before their upcoming college applications, an important milestone in many students' lives. In my free time, I also enjoy playing tennis.

I am a sophomore at the Georgia Institute of Technology and am working towards a major in Computer Engineering. I have been tutoring students of all ages and backgrounds in various math topics ranging from elementary school math to AP Calculus throughout high school. I love teaching math and always find it amazing to watch my students grow and improve in their mathematical abilities. While helping students with standardized testing, we go through several tricks and tactics that have helped my students succeed and have fun in the process. I am also well versed in Physics and have spent 3 years taking the highest levels of physics courses. I love playing all sports (especially soccer) and enjoy playing the guitar in my free time as well.

Reading four dense passages in 35 minutes forces a different kind of reading than most high schoolers are used to — it's about locating evidence fast, not savoring prose. Michael, who earned a 36 composite, teaches a passage-mapping technique that turns each section into a scavenger hunt for the specific line references and inferences the ACT rewards. His 4.9 rating speaks to how well that approach clicks with students.

I am currently a student at the University of Central Florida, majoring in Biotechnology and in the Burnett Medical Scholars Program.

Reading four dense passages in 35 minutes trips up even strong readers who don't have a system. Parker, who scored a 36 composite, teaches a passage-mapping technique that prioritizes identifying the author's argument structure before touching the questions. His dual background in computer science and studio art gives him a knack for translating both analytical and literary passages into clear takeaways.

I'm Veena and I recently graduated from the University of Miami with a B.S. in Microbiology and Immunology with Chemistry and English Literature as my minors. I've tutored at a Math and Reading learning center in high school and became an employee of the Academic Resource Center at UM where I tutored my peers in STEM subjects. I was an assistant science teacher at a middle school for a year, and a workshop leader for chemistry classes at UM.

I am no longer by their side. I seldom have students rely on "tricks"; instead, students will learn the underlying reasoning so that they can extend their solving methods to new related problem types. I look forward to applying my years of tutoring and teaching experience to help many motivated students.

The ACT Reading section rewards students who can quickly identify an author's purpose, trace an argument's structure, and distinguish supported claims from inference — all under tight time pressure. Harrison scored a 35 ACT composite and teaches a passage-mapping strategy that cuts down re-reading and keeps students moving through all four passages with time to spare.

Most students lose points on ACT Reading not because they can't comprehend the passages but because they spend too long hunting for answers in the wrong places. Gabriel treats the section like a timed scavenger hunt — he teaches specific annotation shortcuts for each passage type (prose fiction, social science, humanities, natural science) that cut re-reading time dramatically. His 35 ACT composite shows the approach works.

The ACT Reading section isn't about being a strong reader — it's about extracting answers from four dense passages in 35 minutes. Destiny, who earned a 35 ACT composite, breaks down each passage type (prose fiction, social science, humanities, natural science) and teaches students how to identify what the question is actually asking before they even look at the answer choices.

Most students lose points on ACT Reading not because they can't comprehend the passages but because they spend too long re-reading and second-guessing answer choices. Apoorva teaches an evidence-first strategy: locate the specific lines that support each answer before committing, which eliminates the trap of plausible-sounding distractors. Her 34 ACT composite reflects the disciplined, systematic approach she brings to every section.

I am currently a Master's student at the Rochester Institute of Technology, finishing up a Computer Science degree. I am interested specifically in the field of artificial intelligence and machine learning and have two years professional experience in the industry. I have been employed at companies in California, Pennsylvania, and Florida.