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.

Most ACT Reading mistakes happen not because students misunderstand a passage but because they misread what the question is actually asking. Karen teaches a annotation method that tags purpose, tone shifts, and key claims during the initial read, cutting down on frantic re-scanning when the clock is running. Her literature degree means she's especially sharp on the prose fiction and humanities passages that many students find trickiest.

I am always willing to help and I will try my best to help students who desire further understanding of the subject at hand.

Reading is one of Nathan's self-identified strengths on the ACT, and his approach treats each passage type — prose fiction, social science, humanities, natural science — as its own mini-strategy. He teaches students to distinguish between what the passage literally says and what it implies, a skill that eliminates the "close but wrong" answer choices that cost most test-takers points.

Jonathan's nutrition coursework at Ohio State meant digesting research-heavy texts packed with competing study findings and clinical data — the same kind of evidence-laden reading that shows up in the ACT Reading section's natural science and social science passages. With a 34 ACT composite, he teaches students to isolate an author's conclusion from the supporting details surrounding it, which cuts down on the re-reading that eats up time on detail and inference questions.

I am a high school math teacher with a passion for demonstrating the practical use of math outside of the classroom. I pride myself in teaching critical thinking and decision making skills that cultivate a real world experience in my classroom to best prepare students for life after academia. I have an undergraduate and master's degree in engineering, and changed career paths into teaching because of my love for inspiring and mentoring kids. I am pursuing a graduate degree in education administration with the goal of becoming a principal so I can build stronger urban schools with better resources and implement instructional strategies geared towards disadvantaged youth.

I am currently a junior at Ohio State University majoring in Biology with a pre-health specialization and minoring in business. At Ohio State I am involved in the biological sciences scholars program and the Club Doctors without Borders. I believe that education is an important component for future success and I would love the opportunity to tutor math, science, and test prep!

I am a senior at Ohio State. I am an actuarial science major and a business minor. For those who don't know, actuaries work for insurance companies and are the people who quantify risk. I chose to major in actuarial science because math has always been my favorite subject. I like the challenging and problem solving aspects of the major. I have taken a number of math classes in my college career and look forward to showing other students how to be successful in those classes!

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 rising sophomore at Case Western Reserve University studying engineering. I have taken most high-school level standardized tests, and have scored consistently above the 95th percentile. I have tutored small groups of students throughout high school, and also have experience as a private tutor. Outside of the classroom, I enjoy playing Ultimate Frisbee with my college club team.

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.

Speed is the real enemy on ACT Reading: four passages, 40 questions, 35 minutes. Vinay teaches a passage-prioritization strategy where students identify which passage type — literary narrative, social science, humanities, or natural science — to tackle first based on their personal strengths, then apply targeted skimming techniques for the rest. It's a structured approach that consistently turns time-crunched panic into manageable pacing.

I am currently in the University Honors program at The Ohio State University studying computer science engineering with a math minor. STEM education was very important to me in my own schooling and I believe every student should try to study STEM subjects. In teaching algebra, calculus, and physics, I like to go in depth with the material to ensure students really understand why the material works. There is a certain beauty in science and math and I encourage students to discover this for themselves.

I am currently in my second year of medical school. Because of my diverse academic background, I am able to tutor in a wide range of topics, from Economics and math to Russian and ACT prep.

The ACT Reading section isn't about loving books — it's about extracting answers from dense passages in under nine minutes each. Adam, who scored a 35 composite, treats each passage type (prose fiction, social science, humanities, natural science) as its own mini-strategy, teaching students exactly where to look for main ideas versus supporting details.

The ACT Reading section isn't about being a strong reader — it's about extracting answers from dense passages in under nine minutes each. Yashas earned a 36 composite by treating every question as a scavenger hunt, teaching students to locate textual evidence quickly rather than re-reading entire passages. His 5.0 rating speaks to how well that approach clicks.

I'm currently working as a Research Associate during my gap year before medical school. During my free time, I enjoy staying active, playing golf, swimming, running, and playing tennis. I love exploring new activities and neighborhoods in the NYC area.

I'm currently an undergraduate at Yale University pursuing a Bachelor of Arts in English. While I am most passionate about English Literature, I tutor a wide range of subjects, including SAT and ACT Prep, High School Level Math, and French Language.

I am a current sophomore at Vanderbilt University! I am double majoring in Public Policy and Human & Organizational Development with a minor in Spanish. I first started tutoring in high school, when I started working at Kumon Learning Center and began teaching elementary and middle school students reading and mathematics. I also volunteered my tutoring services through my high school's National Merit Society, through which I helped my peers in advanced subjects such as AP testing, ACT, SAT, and PSAT prep.

Susie's biochemistry background means she's spent years parsing dense scientific literature — a skill that directly applies to the natural science and social science passages that often slow students down on ACT Reading. She teaches students to identify how answer choices distort the original text through subtle paraphrasing and scope changes, turning a comprehension exercise into a pattern-recognition one. Her 35 ACT composite and 5.0 student rating back that up.

Scoring a 36 ACT composite means Carly knows how to navigate the Reading section's tight pacing — identifying main ideas, tracking comparative passages, and eliminating answer choices efficiently under time pressure. She breaks down each passage type (prose fiction, social science, humanities, natural science) so students develop a consistent strategy instead of reading aimlessly and hoping for the best. Rated 5.0 by students.

Most ACT Reading mistakes happen not because students misunderstand the passage but because they run out of time and start guessing on the last two. John's approach treats pacing as a skill to practice deliberately — he walks through passage-ordering strategies and question-type prioritization that turned his own prep into a 35 composite score.

The ACT Reading section punishes students who read passages the same way they'd read a textbook. Eshita teaches an active-reading method that targets how the test actually asks about tone, inference, and author purpose — so students spend less time re-reading and more time answering confidently. Her 35 ACT composite backs up the approach.

I am a graduate of Westlake High School and a student at the University of Michigan who is pursuing an accelerated master's program in computer engineering. Throughout my high school career, I tutored numerous students ranging from freshmen who are taking core classes to seniors who are taking AP classes. Due to this, it allowed me to communicate and learn various methods of teaching that can be understandable to all ages. While I do tutor a diverse set of subjects, I primarily focus on STEM-based ones. I am also passionate about improving standardized test scores like the ACT. The thrill of hearing a student hitting his or her goal is what motivates me to become a better tutor. I truly believe that education is the catalyst to innovation. Whether that innovation is improving life, facilitating jobs, or just making our everyday world a bit better, my contribution to tutoring to benefit our future is what drives me to be part of the education system.

I'm from a small town in southeast Michigan, where I went to high school before moving to Nashville for university. I just graduated from Vanderbilt University with a Bachelor's degree in neuroscience and Russian. During my time in high school and college, I tutored in a volunteer capacity on a wide range of subjects, from English and essay editing to calculus to ACT prep. I am hoping to spend the next year traveling (I am currently living in Bucharest, Romania!) before applying to medical school. Aside from tutoring, I would be happy to commiserate with you about the stresses of applying to higher education.

I am currently a P1 pharmacy student. I have had numerous opportunities to tutor students of various ages primarily in subjects that pertain to my program of study, especially chemistry. Throughout my years of study, I have come to the realization that only after meticulous examination of all the possible scenarios and exceptions of a particular phenomenon can we recognize patterns that may have facilitated our initial attempt to understand it in the first place. As a tutor, I hope to serve as a guide that aids students in discerning such patterns and integrating concepts to achieve a thorough and holistic understanding of the subject being studied. Besides tutoring, I enjoy playing the piano and cello, biking, and reading.

Speed is the real challenge on ACT Reading — four passages in 35 minutes leaves almost no room for re-reading. William, who earned a 34 ACT composite, teaches an active-reading method where students annotate for argument structure and tone as they go, so they can answer inference and main-idea questions without hunting back through the text.

Speed is the real enemy on ACT Reading — four passages in 35 minutes leaves almost no room for re-reading. Emma, rated on both the ACT (34 composite) and the SAT, teaches a passage-mapping technique that captures the argument structure on a first read so students can answer detail and inference questions without scrambling back through the text.

The ACT Reading section rewards a specific kind of speed — not skimming, but knowing what to look for before you read the passage. Reed's philosophy background trained him to dissect arguments and identify main claims quickly, skills he applies directly to the prose fiction, social science, and natural science passages. His 34 composite and 4.8 rating speak to how well that approach translates.

The ACT Reading section rewards a specific kind of speed — not skimming, but knowing how to locate evidence in a passage without rereading entire paragraphs. Ella breaks each passage type (prose fiction, social science, humanities, natural science) into its own mini-strategy so students learn to adjust their approach on the fly. Her 34 ACT composite and 5.0 rating speak to how well this translates to real score gains.

The ACT Reading section throws four dense passages at students in 35 minutes, which means raw reading speed matters less than knowing how to attack each passage type. Katherine approaches the science and social studies passages differently from the prose fiction one — teaching students to adjust their annotation strategy based on whether they're tracking an argument or following a narrative. Her 33 ACT composite came partly from mastering exactly that kind of adaptive reading.

I am currently an undergraduate student at the University of Pennsylvania majoring in Math and Economics.

I'm going to fail, might as well not do it alone." I started working on homework with her and started to realize that I learned best when I taught others! Soon, I started "tutoring" many of my other pre-med friends in the same class and aced Chemistry! Since then, I've found a growing love for teaching others all sorts of subjects- especially all pre-medical sciences and the bible and it was my ticket into medical school! Still, medical school always hung on a string of doubt in my heart as I feel in love with teaching/ tutoring through teaching science and the bible so I eventually gave up medical school and started working at a school as a teaching aide with no idea if teaching was the path I should be on or not. Lo and behold near the end of the year, my school offered me a position and opportunity to become a certified teacher and here I am today working towards that and hoping to teach abroad someday!

I am currently a student at Otterbein University, working towards my teaching certificate for high school science. I've tutored over 40 students in General and AP Chemistry. I love tutoring because it gives me the chance to provide individualized attention and support to students.

I am a rising junior at Vanderbilt University studying biomedical engineering, computer science, and engineering management. I currently plan on furthering my education in law school, specifically within intellectual property law. During the week, I work in the Center for Technology Transfer and Commercialization where I work with Vanderbilt researchers to take their inventions to industry. I also work in the Vanderbilt Office of Admissions. The pursuit of knowledge is my passion, and I look forward to working with you to help you in your academic endeavors!

Four years of tutoring across reading, literature, and essay work gave Henry a sharp eye for how authors build arguments — the kind of structural awareness that pays off on ACT inference and author-purpose questions, where wrong answers often twist one key detail. His 34 ACT composite and 4.9 student rating come from an approach grounded in adapting to how each student actually processes passages, whether that means slowing down on prose fiction or speeding up on natural science. As a math-and-economics student at Vassar, he brings an analytical lens that cuts through the subjective feel of reading comprehension and turns it into something systematic.

The ACT Reading section punishes students who re-read entire passages looking for answers. Maria teaches a targeted approach: identify the question type first, then locate evidence in the text, then eliminate distractors — a method she refined while earning her own 34 composite. Students learn to move through all four passages with time to spare.

I am a senior at Miami University. I am studying Early Childhood Education and Spanish. I also spent two years studying biology. I can't wait to work with you!

I am recent graduate of Sewanee: The University of the South, where I earned a B.A. in English and minors in biology and chemistry. Unsurprisingly, these subjects are where my interests lie, and I also love to help with preparation for standardized tests, especially the critical reading portions of them. I have experience tutoring molecular and cell biology and coordinating a tutoring program for pre-health students at my alma mater. When tutoring, I want to help students do what my past tutors and professors helped me to do: go further than learning discrete facts and instead learn to learn. I want to help you develop your ability to think critically, apply previous knowledge to new material, and break down complex ideas. As a result, you can expect me often to ask the question, "Why?" Overall, my goal is to help you get to the point that you no longer need me! And that's okay, because my unemployment will indicate your success.