Theater people know how to read a room — and Amber reads a math problem the same way, quickly identifying what the SAT is actually testing beneath its layered, deliberately tricky phrasing. Her 1570 SAT means she's crushed the exam herself, and she zeroes in on the geometry and trigonometry questions that many arts-oriented students assume they can't master, proving otherwise through targeted practice. Rated 5.0 by students.

Patrick's double major in English Literature and Linguistics at UChicago isn't the obvious SAT Math background — but his 1560 SAT proves the quantitative chops are there, and his linguist's instinct for decoding structure is exactly what the test's deliberately tricky word problems demand. He teaches students to treat convoluted problem stems like sentences to parse: identify the subject (what's being solved for), strip out the modifiers (irrelevant context), and translate what remains into clean algebra.

Scoring a 1560 on the SAT means Karann knows exactly where the tricky questions hide — especially in the no-calculator section where algebra manipulation and data interpretation separate good scores from great ones. She breaks down each problem type so students learn to spot the fastest path to an answer rather than grinding through every calculation.

I am a junior at the University of Wisconsin-Madison, majoring in Materials Science & Engineering with a certificate in German. I graduated in 2017 from Sartell High School in Sartell, Minnesota. I've been working as a camp counselor teaching German for two years, which has given me a lot of experience teaching others. I have always been especially proficient in foreign languages and look forward to tutoring language students. In my spare time, I enjoy reading, petting dogs, and spending time with friends.

Miriam scored a 1570 on the SAT and approaches the Math section by teaching students to recognize which tool — algebra, geometry, or data analysis — each question is actually testing. That pattern recognition turns tricky word problems into straightforward calculations, especially in the no-calculator section where efficiency matters most. Rated 4.9 by students.

I am a current sophomore at Brown University, where I study Applied Math and Urban Studies. I have tutored in a high school ESL classroom, as a private tutor, in a local community center, and on online platforms. I love tutoring all subjects, and I'm especially passionate about teaching math. As a tutor, I work to meet each student where they're at by helping them find connections between existing knowledge and new subjects. I believe every student can find passion, motivation, and empowerment in education, and I love helping students develop the knowledge and skills to get there.

Professional journalism requires fast, precise numerical reasoning — budgets, data points, poll numbers — and Olivia brings that same no-nonsense clarity to SAT Math, where she scored 1580 and knows the test's geometry and coordinate-plane questions inside out. She teaches students to treat each problem like a deadline: read it once, identify the fastest approach, execute without second-guessing.

I am an incoming sophomore at the University of Wisconsin-Madison, originally from San Diego, CA. I'm currently pursuing a double major in international studies and political science, with a certificate in Mandarin. I have been both been a member, and later in charge, of tutoring programs at a local K-8 school tutoring math, writing, and reading. During this time, I also tutored fellow peers in various subjects, including history and government which I have always loved. Personally, I have had most enjoyed tutoring writing and math, but I am more than happy to help however I can. When approaching tutoring any subject it may be, I would describe my approach as enjoyable, throughout, and cooperative. I'm not here to stand on a pedestal or look down upon anyone in any way, but to simply lend all the knowledge I have and work together towards achieving all desired goals in an entertaining and effective way.

I am interested in making physics and math relatable to people who are not naturally adept at it. I have taken the SAT, the general GRE and the physics GRE subject tests.

Graduate school in urban planning means Danny spends his days crunching demographic data, interpreting survey results, and building quantitative models — all skills that map onto the SAT Math section's geometry and data-analysis questions. He takes a scaffolded approach: walking through a problem type step by step first, then stepping back so students build the confidence to tackle similar questions independently under timed conditions.

I am attending a lecture about The Great Gatsby, I will be eager if the speaker tells of the beauty she sees, rather than a quick and dirty type of analysis. I regularly talk to people who admit math wasn't their favorite subject in school. Some were self-conscious. Some had gaps they never filled. Some just didn't care. Whatever the case, I admit to them that math is my favorite art form with as much room for expression as sculpting or jazz. I claim that mathematicians are half artists, half observers of fine art. My conversants often tell me it is an epiphany for them to think of math as such, and that it helps heal their math wound. A marvelous way I have found to unveil beauty in the classroom is by using surprise. I like to present ideas from a simple perspective, discuss them briefly, then release a theorem. Thales' theorem (the diameter of a circle subtends a right angle to any point on the circumference) is a great example, especially with the aid of Java applets. After playing a bit with triangles by moving points around in a worksheet, it's surprising to be able to connect two structures as basic as a right triangle and a diameter. Next in importance to marveling at beauty, I want students to learn to think critically to solve problems. Understandably, some students have never had guidance past high school drills. All the more, problem solving should be emphasized and revisited throughout college curriculum. I have many years of experience in problem solving competitions and a collection of principles regarding problem solving that I like to follow. One is about inverse problems. Consider the following: if baseball cards are five cents apiece and shipping costs fifty cents, how many cards will one dollar buy? After making the arithmetic clear, students had better know how to calculate the forward problem, i.e. "How much will x number of cards cost?" I'm depending on them knowing the forward problem because we covered it last week, but it is important to bring it out in more than just a mention so the students have a comfortable base to start. It's like revisiting rational numbers before diving into irrationals. They are intrinsically tied, and it gives the class confidence to start with old material.

Industrial engineering is basically applied optimization — figuring out the most efficient path through a complex system — and Cole treats SAT Math the same way, teaching students to recognize which of the section's 38 questions reward algebraic setup versus back-solving versus plugging in answer choices. His 1410 SAT and dual IE degrees mean the underlying math (linear systems, inequalities, rate problems) is second nature, so sessions stay focused on test strategy and pacing rather than relearning content. Rated 4.9 by students.

I am a passionate tutor of several subjects, with an emphasis on high school math. I attended Johns Hopkins University and spent a semester abroad in Seville, Spain. Since graduating in 2014 with a Bachelor of Science in Applied Mathematics, I have worked in software development, education, and the performing arts -- I like a bit of variety to keep life interesting! I am currently pursuing a Master's degree in Educational Policy at the University of Wisconsin-Madison. My personal interests include dance, cooking, and podcasts.

Tracy scored 1540 on the SAT and brings an economics-trained eye for data interpretation and problem-solving to every math section strategy. She breaks down topics like quadratic modeling, systems of inequalities, and passport-to-advanced-math questions into repeatable patterns so students stop second-guessing themselves on test day. Rated 4.9 by students.

A biology major at UCLA doesn't escape statistics, experimental design, or quantitative reasoning — and Joseph channels that background into SAT Math prep, particularly the data-analysis and modeling questions where interpreting tables and graphs matters as much as computation. His 1530 SAT means he's proven he can execute under timed pressure, and he teaches students to identify which of the four answer choices the test-makers designed as traps before committing to a solve. Rated 4.9 by students.

The SAT Math section leans heavily on algebra — and Alexander's 1570 SAT means he's already proven he can move through those linear systems, inequalities, and quadratic setups at speed and under pressure. His political science background also sharpened his ability to pull meaning from data tables and statistical claims, which maps neatly onto the section's problem-solving and data-analysis questions. Rated 4.8 by students.

I am a bilingual school-based speech-language pathologist in Milwaukee. I have been working in the schools for over 4 years supporting Spanish speaking students with communication disorders. I completed my Master's in speech-language pathology from Marquette University in 2016. I have also tutored students of all grade levels in Spanish, math, reading and writing for over 8 years, and enjoy supporting learners so they can be successful at school and work towards their goals for the future. I work on a daily basis to support English language learners and students with special needs, and have tutored students from many diverse backgrounds. My approach to tutoring is identifying each individual's strengths and skills, and teaching specific strategies so the student can feel empowered to support their own learning. I am patient, thorough, and receptive to how each student learns best.

Heart of Algebra, Passport to Advanced Math, Problem Solving and Data Analysis — each SAT Math category has its own patterns, and Matt knows which ones trip students up most. His 1480 SAT score and engineering math background give him a sharp eye for the conceptual shortcuts the test rewards, especially on quadratic and systems-of-equations problems where algebraic manipulation saves minutes.

Nicole earned a 1500 SAT composite, and her math instruction zeroes in on the specific traps the College Board builds into Heart of Algebra and Passport to Advanced Math questions — things like misread negative signs, domain restrictions, and unit conversion errors that cost points even when students understand the underlying concept. She walks through each problem type with a focus on eliminating careless mistakes before test day.

I am looking forward to meeting you at our first session.

Grant earned a 1490 SAT and treats the math section as a pattern-recognition exercise. Once students learn to spot whether a problem is testing quadratic structure, proportional reasoning, or statistical interpretation, they stop overthinking and start solving efficiently. He walks through both the calculator and no-calculator sections with an emphasis on strategic shortcuts that save real time.

John's approach to SAT Math zeroes in on the difference between knowing algebra and knowing how the SAT tests algebra — things like rewriting equations to match answer choices or catching unit conversion traps in word problems. With a 1420 SAT and deep experience across calculus, geometry, and college algebra, he connects each practice problem to the specific concept being tested so students build real recognition, not just test-day luck.

Engineering coursework at Washington and Lee gave Alex daily practice with the exact math the SAT tests at its hardest level: systems of equations, quadratic modeling, and interpreting complex data tables. He scored a 1590 composite and now teaches students to distinguish between problems that reward algebraic manipulation and those better solved by plugging in values or back-solving. That strategic flexibility is often what separates a 700 from a 780.

I am an interdisciplinary educator with an Ed.M. from the Harvard Graduate School of Education and a B.A. from Dartmouth College. My background is primarily in integrated arts learning and museum education and I specialize in visual arts, history and art history, and object-based learning. In all subjects, I take a creative, inquiry-based and learner-centered approach, designing opportunities for each unique individual to meet their learning goals.

Elena scored a 1600 on the SAT and treats the math section as a strategic exercise, not just a math test. She teaches students to recognize which problems reward algebraic setup versus back-solving or plugging in, then builds that decision-making instinct through timed practice where she listens to their reasoning in real time and flags inefficient habits.

I am happy to accommodate and work with learners on the spectrum.

Scoring a 1590 SAT means Anna has already dissected every question type the Math section throws at students — from no-calculator algebra and systems of equations to data analysis and passport-to-advanced-math problems involving polynomials and exponentials. She teaches efficient strategies for avoiding trap answers and managing pacing across both calculator and no-calculator modules.

I am currently a resident physician at Northwestern Hospital.

Scoring 1550 on the SAT herself, Nina knows the specific traps the math section sets — misleading answer choices on quadratic problems, tricky unit conversions, and data-interpretation questions designed to punish rushing. She teaches students a systematic approach to each question type so that pacing and accuracy improve together. Her statistics training also gives her an edge on the data-analysis questions that many tutors treat as an afterthought.

Medical school at Baylor means Michelle solves quantitative problems under brutal time constraints every day — and her 1570 SAT proves she's already mastered doing exactly that on the test her students are preparing for. She zeroes in on the algebraic modeling and geometry questions where a biochemistry background actually helps, teaching students to treat each problem like a lab setup: identify the variables, find the relationship, then solve cleanly without second-guessing.

Two semesters of SAT prep mentoring through CollegeSpring gave Kiersten a clear picture of where students lose points on SAT Math: usually in translating word problems into equations and managing time on the no-calculator section. She scored a 1550 on the SAT herself and teaches specific techniques for setting up algebraic models quickly and checking answers without second-guessing.

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.

Scoring high on SAT Math means handling everything from passport-to-advanced-math questions involving quadratics and exponential functions to data analysis problems that test statistical reasoning. Edward earned a 1520 SAT and studies engineering at Michigan, so these concepts are part of his daily coursework. He pinpoints the specific question types a student struggles with — whether that's systems of equations or interpreting scatterplots — and drills those until the patterns click.

Scoring a 1570 on the SAT, Perry knows exactly where the math section tries to trip students up — especially on quadratic and exponential word problems that test conceptual understanding rather than computation speed. He teaches efficient strategies for data analysis and passport-to-advanced-math questions that turn tricky phrasing into straightforward algebra. Rated 5.0 by students.

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 first year medical student at the Sidney Kimmel Medical College at Thomas Jefferson University. I have been a private tutor in the past in subjects such as math, biology, chemistry, and the SATs and every single one of my more than twenty students have shown significant improvement. Most importantly, I have a passion for teaching, and your needs and preferences as the learner will always be paramount. I hope to help every one of my students reach every bit of their potential, and along the way, to utterly shatter any self-induced limitations that have been placed upon what they can accomplish.

Classics and philosophy trained Austin to think in precise logical structures — the same skill that untangles the SAT Math section's deliberately tricky word problems, where understanding what's being asked matters as much as knowing the math. His 1570 SAT means he's already cracked the test at a near-perfect level, and he teaches students to convert convoluted phrasing into straightforward algebraic setups before solving anything.

Scoring a 1570 on the SAT, Joey knows the Math section inside and out — from the no-calculator questions that test algebraic fluency to the data-analysis problems that reward careful reading. He teaches students to recognize question patterns and avoid common traps, turning timed practice into a strategic exercise rather than a frantic race.

I'm eager to teach students how to make connections and understand any part of the world they need!

I'm a rising junior at Brown University studying biomedical engineering. I have lots of experience in middle school through college level instruction in STEM and SAT/ACT prep. My goal is to provide a fun and productive learning environment by only teaching subjects that I am passionate about.