An MBA from the University of Chicago and an undergraduate economics degree mean David has encountered the full spectrum of economic reasoning — from microeconomic models of firm behavior to the macroeconomic policy debates that shape real markets. Running a startup gives him a founder's perspective on how concepts like pricing strategy, marginal cost, and competitive dynamics actually play out when you're the one making the decisions.

Supply and demand curves seem simple until you have to use them to predict what happens after a tax, a price ceiling, or a shift in consumer expectations. Dana approaches economics as applied logic rather than memorization, connecting each concept to real-world policy questions she studied extensively during her public policy coursework. Her 36 ACT reflects the same analytical precision she brings to economic reasoning.

As a Cornell economics major, Tameem is still immersed in the coursework — working through the same models, problem sets, and exam formats that students are currently facing. That proximity to the material makes him particularly sharp on the foundational concepts that drive intro and high school economics, like how shifts in aggregate demand connect to unemployment and inflation or why price elasticity changes a firm's revenue strategy.

An economics degree from Brown means Bryan doesn't just know supply-and-demand diagrams — he understands the theoretical frameworks behind market behavior, game theory, and macroeconomic policy. He unpacks concepts like elasticity, comparative advantage, and monetary policy by grounding abstract models in real-world examples that make the logic intuitive.

Matt's undergraduate economics degree gives him genuine fluency with the core material — supply and demand mechanics, market structures, opportunity cost — while his theatre and acting training means he knows how to make a dry lecture on GDP or fiscal policy feel like a conversation worth having. A 34 ACT composite speaks to the kind of analytical sharpness that keeps explanations tight and precise, especially when students need to connect graphs to the economic reasoning behind them.

Anthropology at Cornell taught Emily to analyze how societies organize resources, distribute power, and respond to scarcity — which turns out to be a surprisingly direct path into economic thinking about markets, incentives, and trade-offs. Her pre-med quantitative coursework and experience tutoring calculus for Cornell's athletics department mean she's comfortable with the graphing and math that underpin models of supply, demand, and equilibrium. Rated 4.8 by her students.

Idara's Stanford master's in Management Science & Engineering — with its focus on organizations, technology, and entrepreneurship — required deep engagement with economic modeling, decision analysis, and how incentive structures shape firm behavior. Her chemistry concentration built the quantitative rigor that makes topics like optimization, game theory, and cost-benefit analysis feel like second nature rather than abstract hurdles. Rated 4.8 by her students.

Philosophy trains you to dissect arguments down to their hidden assumptions — a skill that transfers directly to economics, where every model rests on assumptions about how people behave. Andrew's philosophy degree means he's unusually good at unpacking the logical structure behind concepts like rational choice theory, game theory payoffs, and the reasoning that connects incentives to outcomes. He also teaches business law and ethics, so he can pull in the regulatory and moral dimensions that pure econ courses often gloss over.

Literature majors learn to read arguments closely and trace how evidence supports a claim — skills that transfer directly to breaking down economic reasoning, where every graph tells a story about trade-offs, incentives, or market behavior. Carmen's 35 ACT and strong quantitative reasoning background mean she's comfortable with the math side too, from plotting supply-and-demand curves to interpreting elasticity calculations.

Jim earned his BA in Economics and brings that training directly into how he teaches supply and demand, market equilibrium, and the interplay between fiscal and monetary policy. He breaks down models like AD-AS and the Phillips Curve so students understand the reasoning behind the graphs, not just how to label them. Rated 5.0 by students.

Computational linguistics might seem far from economics, but Justin's graduate work sits squarely at the intersection of formal modeling and human decision-making — the same logical structure that underpins supply-and-demand reasoning, game theory, and cost-benefit analysis. His strong quantitative background in math and science, plus a 1470 SAT, means he can walk through the graphing and algebra that often trip students up in introductory econ courses.

The math behind economics — graphing supply and demand curves, calculating elasticity, working through equilibrium equations — is where a lot of students get stuck, and that's exactly where Damian is strongest. His 1570 SAT and deep math background mean he can walk through the quantitative side of econ with clarity, turning formulas into intuition. Rated 5.0 by his students.

Mark holds a bachelor's degree in economics, which means supply-and-demand curves and GDP calculations aren't abstractions to him — they're tools he's used to analyze real markets and policy questions. He's especially effective at unpacking the graphs and models in micro and macro courses, showing students how to read them, shift them, and explain what they mean in plain English. His experience in consulting and tech also lets him ground theoretical concepts in how businesses and economies actually behave.

An English degree from Amherst might seem like an unlikely background for economics, but Andrew's strength is in reading — and economics is a subject where students often stumble not on the math but on interpreting dense passages about policy, parsing graph descriptions, or decoding what a word problem is actually asking. He brings that close-reading skill to concepts like trade-offs, market structures, and macroeconomic indicators, making the language of economics as clear as the logic behind it.

NYU's Liberal Studies program throws economics into conversation with philosophy, history, and political theory — so JiaMin learned concepts like scarcity, incentive structures, and market failures not in isolation but as part of broader arguments about how societies organize themselves. That interdisciplinary angle is especially useful for students who need to see why an economic model matters, not just how to draw the graph.

Michelle's history teacher education gave her a front-row seat to how political and economic systems shape each other — making topics like fiscal policy, trade decisions, and government intervention feel like extensions of the historical narratives she already knows cold. She teaches economics by grounding abstract models in the specific events and policy debates that produced them, which is especially useful for students who need context to make concepts like supply shifts or opportunity cost click. Rated 4.7 by her students.

An economics degree doesn't just mean Michael studied the theory — it means he spent four years working through how markets, incentives, and policy trade-offs actually connect, from introductory micro concepts like elasticity to the macro questions about fiscal and monetary policy that shape national debates. His plans to pursue graduate work in political science reflect a natural extension of that training, since economic reasoning underpins nearly every policy argument students will encounter.

Two years as a Peace Corps volunteer in Peru gave John a ground-level view of how economic forces — resource scarcity, labor markets, development incentives — shape daily life in ways no textbook can replicate. His economics degree from Middlebury provides the theoretical backbone, but it's that fieldwork experience that lets him make concepts like GDP per capita or market failures feel concrete and human-scaled.

Pre-med coursework means Mikhail has spent serious time with the quantitative side of decision-making — statistics, calculus, and data interpretation — which translates directly into how he tackles economics topics like marginal analysis and cost curves. He also teaches both micro and macroeconomics alongside business courses, so he can connect abstract models of supply, demand, and market behavior to the kind of applied reasoning students actually need on exams.

I am very patient. I can help provide the interpersonal and organization skills a student needs to develop effective study habits and succeed in their goals. Through excellent communication skills and good listening, I assess the students' situation on a case-by-case basis to determine the students learning style. Whether they are confused on as specific section or want to raise their grade, I will work with them, problem solving to their satisfaction.

I'm from Portland, Oregon, and in my free time, I love to read, write, and watch sports.

I am a Sophomore college student currently studying Mechanical Engineering at Stony Brook University. I strongly encourage and aims to motivate high school students to become leaders in their careers as engineers, expand the idea of engineering as a means of improving the quality of life, and increase the diversity of the engineering profession.

I am from Syracuse, New York (born and raised). I attended private schools my whole life because I was awarded academic scholarships based off of academic performances. In high school, my average for the math regents was a 98.67. After that I received an academic scholarship to attend the University of Notre Dame where I really developed a passion for teaching and enlightening students in my free time, despite being a finance major. I decided that instead of teaching/tutoring, I should work for corporate America, and I worked at Goldman Sachs for 3 years. During that process, I realized that my true gift came from incorporating real life examples from the real world with academic lessons, which often help when teaching and fully learning a lesson. And that is my true teaching method, real world with a combination of academic topics, which help my students become independent with the knowledge.

I invest in my students to facilitate their investment in themselves. I encourage a growth mindset; (taking) ownership of material; and feedback which is clear, concise but detailed, and candid but respectful of students' autonomy, dignity, and integrity. I firmly believe that education is critical to human maturity and am passionate about helping my students to see what is at stake - for us as human - in the humanities and social sciences.and, yes, even the LSAT! I welcome especially LSAT students. An aspiring lawyer (or, actually, if I am lucky enough, law professor), I will apply to law school in fall 2026. I have been studying seriously for the LSAT since fall of 2023 and have taken the LSAT three times (new one twice). I am preparing intensively to do so again in early 2026. I received a 172 on the August 2025 exam. I am passionate about sharing with my students my accumulated insights in taking on the LSAT. I specialize also in six AP social science & humanities courses: European History, Macroeconomics & Microeconomics, US Government and Politics, US History, and World History (Modern). I have worked with numerous students for each and am thoroughly familiar with the curricula and the exams. I am especially interested in helping students see, very concretely, how deeply ideas shape our world; and in improving their spoken and written expression. Last - interested seriously in the philosophy of Martin Heidegger and American constitutional interpretation, I welcome the opportunity to work with college students taking courses in these or closely related subjects. I majored in political science at UVA (B.A., 2010). I then received an M.A. (2012) and an M.Phil. (2014) in philosophy at Columbia. As a PhD student at Columbia, I served as teaching assistant for or taught numerous courses in these fields. I also taught in the university's pre-college program 2017-2023. I prefer **very strongly** to work with students who want to meet at least once a week on most weeks. The less often you want to meet, the better-served you would be by a tutor other than me.