Quadratic modeling, interpreting scatterplots, and manipulating complex equations are where most students lose points on SAT Math — not because the concepts are impossible, but because the phrasing is deliberately tricky. Tammy earned a 1550 composite and teaches students to decode what each question is actually asking before reaching for a formula. Rated 5.0 by students.

I am currently a grad student in NC State's School of Education. I love education and working with folks of all ages to learn. I've been tutoring in some capacity for over 15 years. At first, I primarily taught swim lessons, and then, overtime, I branched out to a myriad of subjects from rock climbing to essay writing and test prep. These days I focus on literacy, organization/executive function skills, test prep, and writing.

I am passionate about biomedical engineering, and am endlessly amazed by intricacies of the world around us. My degrees are in engineering (BS-General Engineering from Harvey Mudd, MS- Mechanical Engineering, and PhD-Bioengineering from Georgia Tech), but I also love art and literature and linguistics. Outside of academics, I am an avid sports fan (and rugby player) and I love to cook, hike with my dog, and travel.

I am an avid rower and bicyclist. I also greatly enjoy growing vegetables and playing basketball.

I'm a current junior at the College of William and Mary majoring in French and Francophone Studies and Linguistics. I have a history of high achievement and lots of on-the-job experience tutoring and teaching young people. My areas of expertise are French, Latin, linguistics, and English/language arts. I'm very excited and privileged to help unlock students' potentials to achieve!

The SAT Math section rewards students who can move fluidly between algebra setups and strategic elimination — and Zhong's 1590 SAT means he's done exactly that under real testing conditions. His sociology coursework at Duke involves enough quantitative methods and data interpretation to keep those skills sharp, and he teaches students to spot the section's recurring patterns around linear models and percentage problems so they stop second-guessing themselves on test day.

Callie scored a 1560 SAT and uses that experience to zero in on the algebra, advanced math, and data analysis concepts that make up the bulk of the SAT Math section. She's especially effective at demystifying word problems — translating real-world scenarios into equations is a skill she practices daily in her scientific research at Duke. Students learn not just how to solve each problem type, but how to recognize which approach a question is actually testing.

I am dedicated to meeting students where they are in order to find the best path forward.

Students who ace their math classes but underperform on the SAT often have a pacing problem, not a knowledge problem — and Kathleen's background teaching everything from pre-algebra through multivariable calculus means she can quickly pinpoint whether a student is slow because they're shaky on fundamentals or because they're overcomplicating the solve. She scored a 1470 on the SAT herself and builds practice around the geometry and advanced math questions where strong students most often waste time second-guessing a correct first instinct. Rated 4.9 by students.

I am a Marshall Scholar and will begin graduate studies at the University of Cambridge in the fall.

The SAT Math section rewards students who can identify what a problem is really asking before they start calculating. Erinn, who earned a 1510 SAT composite, walks through each question type — linear models, quadratic setups, ratio and proportion traps — with an emphasis on recognizing patterns quickly. Her engineering training makes her especially sharp on the applied math and data interpretation questions.

Scoring 1520 on the SAT, Beepul knows the math section inside out — from the no-calculator portion's emphasis on algebraic manipulation to the calculator section's data-interpretation questions. He teaches students to spot the fastest path to each answer, whether that means back-solving, plugging in values, or recognizing a pattern the test-makers buried in the problem.