I am a current student at the University of Vermont. I am completing two Bachelors in Linguistics and Japanese, and am a researcher for both departments. From high school to the present day I have tutored people my age and younger, and I have experience working with refugee/ELL students; I have collected 2 years of experience. Though I can tutor several subjects, I am most passionate for Japanese, and feel it is my true calling. In my experience helping those who want to learn a foreign language like Japanese, I have found that scaffolding, or building off of, your interests in film, food, literature and culture has a profound and positive effect on your learning. I love education and learning for the sake of learning, and I will soon graduate and plan to teach English in Japan; sharing language and culture is my way of helping others and the world.

I am a Yale graduate with over 8 years experience tutoring students from a variety of backgrounds. I recently graduated from the Yale School of Public Health with a MPH concentrating in Epidemiology and Global Health. I also received my B.S. from Yale with a double major in Molecular, Cellular, and Developmental Biology and French. I have experience both leading group classes and working with students one on one. I will respond to a student's strengths, weaknesses, and learning style in order to help them succeed and make the most of our time together. I earned a perfect score of 36 on the ACT, 2280 on the SAT, and qualified as a National Merit Scholar on the PSAT. I look forward to working with you!

I am a recent graduate of Cornell University, where I received a B.S. in Chemical Engineering and graduated Magna Cum Laude. Over the past several years, I have worked with students from diverse backgrounds and experiences tutoring thermodynamics (my personal favorite), chemistry, and math. I have also tutored in the past for ACT/SAT and other subjects such as history, but I am deeply passionate about science and engineering. I tend to push my students to understand conceptual topics, as opposed to rote or algorithmic learning. In my free time, I love to bake sourdough, learn about history, garden, and recently started biking again.

I'm a recent college graduate with degrees in Biological Sciences and Russian from Ohio University. During my time there, I tutored students in a variety of subjects, including biology, chemistry, and Spanish. In addition, I worked as both a peer advisor and teaching assistant, which gives me insight into the learning strategies and study skills that students need to succeed. As a tutor, I like to focus on doing actual problems with students because it is the most effective way to immediately identify their strengths and weaknesses and to address them. In my free time, I like to lift weights, read books, and spend time with my friends.

Mechanical engineering at Case Western means Kevin solves problems all day where algebra, trigonometry, and applied math aren't optional — they're the entire job. That instinct for picking the most efficient solution path is exactly what the ACT Math section rewards across its 60 questions, especially on the geometry and functions items where a shortcut can save a minute. His 36 ACT composite and 4.8 rating back up the approach.

A math-economics degree from UCLA means Vinay is equally comfortable with the pure algebra problems and the applied data questions that make the ACT Math section feel unpredictable. He zeroes in on the content areas where most students stall — coordinate geometry, trigonometric identities, and matrix-style word problems in the 50-60 range. His 35 ACT composite shows he knows how to execute under that tight 60-minute clock.

Most ACT Math questions below #40 test algebra and proportional reasoning that Sunny already uses daily as a biology research associate — interpreting data, setting up ratios, running quantitative analyses. Where he adds the most value is on the back third of the section, where trigonometry and logarithm questions separate 30s from 35s, territory he's navigated firsthand with his own 35 composite. Rated 5.0 by students.

Scoring a 35 ACT composite means Hyerin knows exactly where the math section tries to trip students up — especially on coordinate geometry, matrices, and the trigonometry questions that appear late in the test. She teaches efficient strategies for pacing and pattern recognition so students stop running out of time before reaching the higher-value problems.

Scoring a 36 ACT composite, Samuel knows exactly where the Math section tries to slow students down — coordinate geometry problems buried in word problems, logarithm properties disguised as simple algebra, and probability questions that hinge on one misread detail. His math minor and engineering coursework at Ohio State give him a deep toolkit for explaining not just what to do, but why each shortcut works.

Scoring a 36 ACT composite means Yashas knows exactly how the math section tests concepts like coordinate geometry, trigonometry, and probability under tight time constraints. He breaks down each question type by difficulty tier so students learn where to spend their time and where to move quickly. Rated 5.0 by students.

Georgetown's economics curriculum — heavy on calculus, statistics, and quantitative modeling — keeps Adam sharp on exactly the algebra and data-analysis skills that drive most ACT Math questions. He scored a 35 ACT composite and uses that familiarity with the test's pacing to teach students how to read the later-section problems efficiently, where most points get left behind.

Most ACT Math questions below #45 test algebra and functions concepts Curtis has drilled through tutoring high school math and calculus — the challenge is executing them cleanly under a one-minute-per-problem pace. His 36 ACT composite came partly from treating the math section as a pattern-matching exercise, identifying which of a handful of core setups each question belongs to before solving. That approach cuts hesitation on the mid-range problems where most students lose time they need for the harder trig and coordinate geometry at the end.