I am currently working on a Master of Arts in Philosophy at Georgia State University, where I serve as a teaching assistant and writing consultant. I currently tutor in the areas of test preparation, government, philosophy, and religious studies. My passion for education stems from the joy I find in helping students achieve their goals. My teaching style involves asking lots of strategic questions to help students discover answers for themselves, a process which my students typically find quite empowering. Still, I recognize that each student has unique needs, questions, and learning styles, so I strive to listen first and then craft individualized plans to meet each student's particular objectives. In my spare time I like to get outside hiking, playing soccer, or volunteering at my church's community garden. I also enjoy reading, watching football, and cooking.

Scoring 1570 on the SAT means Eric knows exactly where the test tries to trip students up — especially on the math side, where questions about quadratics, systems of equations, and data interpretation are designed to punish rushing. He breaks each problem type into a decision tree so students recognize what's being asked before they start calculating. That pattern-recognition skill is what separates a good math score from a great one.

I am a lifelong learner, teacher, and researcher in the field of physics. I received a PhD in Physics from the University of Michigan and a BS in Physics from Rice University. I have four years of physics teaching experience at the University of Michigan, primarily undergraduate laboratory courses with an emphasis on electromagnetism, circuits, waves, optics, and real-world applications of these and other physical phenomena. Many of these courses, including one I helped design, focused on helping non-STEM students master physics concepts that may be difficult to grasp in a standard classroom setting. I have tutored in a variety of subjects since high school, but most recently I have spent several years helping students understand concepts and succeed in coursework throughout a large variety of college-level physics topics, from basic mechanics to advanced electrodynamics and special relativity.

Scoring high on SAT Math requires knowing when a problem wants algebra and when it wants a shortcut — and the difference often hides in how the question is worded. Nikhil earned a 1540 SAT and an engineering degree, so he teaches students to read each problem strategically, especially on the no-calculator section where efficiency matters most.

Most SAT Math mistakes aren't about not knowing the math — they're about misreading what the problem is setting up. Sreya, who scored 1580 on the SAT and studies chemistry and computer science at Michigan, zeroes in on the algebra and data analysis questions that account for the bulk of the test. She walks through how to spot which tool a problem actually requires, from systems of equations to quadratic modeling.

Scoring a 1570 on the SAT, Megan developed specific strategies for the Math section's blend of algebra, advanced math, and problem-solving with data. She walks students through how to identify what a question is actually asking — especially on the no-calculator portion, where comfort with manipulating expressions and understanding function behavior matters most. Rated 5.0 by students.

Two years teaching high school science meant Mathew was constantly building algebra and data-interpretation skills into his lessons — the same quantitative reasoning the SAT Math section tests through its graph-reading, linear modeling, and ratio questions. His 1510 SAT score shows he's mastered the test himself, and his neuroscience background gives him a practical grip on how students actually retain problem-solving strategies under timed pressure. He breaks down the section's trickiest multi-step setups by teaching students to sketch the relationship before reaching for an equation.

I am a chemistry/math tutor with hundreds of hours teaching both subjects. What separates me from other tutors is my fantastic attention to the learning styles of different students, and my ability to attune my teaching style to each individual student. I am a big believer in letting students utilize tutoring time in the way they believe best, and I try to make myself a resource more than an instructor, which reinforces good study habits as well as lets me help the student with subject material. I will be attending the University of Michigan to major in Mathematics in the Fall.

Scoring 1560 on the SAT, Krisha knows exactly where the math section tries to trip students up — especially on problems involving quadratic modeling, systems of equations, and data analysis that look harder than they are. She breaks down each question type into recognizable patterns so students spend less time second-guessing and more time executing with confidence.

Rohan scored a 1560 on the SAT and brings an engineer's precision to the Math section — breaking down quadratic and systems-of-equations problems into repeatable steps that save time under pressure. He teaches students to spot which formula or shortcut each question is actually testing, so they stop second-guessing answers and start finishing sections with minutes to spare. Rated 5.0 by students.

I am a student at the University of Michigan studying pre-med. I am majoring in Cognitive Science and minoring in the History of Medicine. Outside of Varsity Tutors, I volunteer as a tutor for the Detroit Educational Society, in which I help underprivileged students in Detroit study for the ACT and SAT. When it comes to the student-tutor relationship, I believe that a tutor's job is to provide a safe place for the student to ask questions and to make mistakes, while the role of the student is to come prepared and be ready to improve.

Biomedical engineering at Columbia means Joyce solves math problems daily that are far harder than anything on the SAT — so she knows exactly which algebraic and geometric concepts the test actually requires and which advanced techniques students can safely ignore. Her 1570 SAT score came from a disciplined approach to the section's trickiest question types, particularly the nonlinear function and systems problems where most students burn time on unnecessarily complex solution paths. Rated 5.0 by students.