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Work With The Perfect Tutor For You
Only the best Astoria tutors are able to work with you. The tutors go through a rigorous interview, possess excellent teaching skills, and pass a background check. From this elite group, an expert director will help you find the best tutor to meet your individual needs – and we stand behind your satisfaction with our money-back guarantee.
Skilled tutors develop lessons to meet your individual needs. One-on-one tutoring sessions are held at a time and location of your choosing.
About Astoria
Astoria is a neighborhood and borough in Queens, New York City, and is located on Long Island. The community was first settled in 1659, and large residences began being constructed in the city in the early 19th century. The neighborhood is named after John Jacob Astor, who was at one time the wealthiest man in America. Astoria was incorporated into Long Island City in 1870, but it was reincorporated into New York City in 1898.
Many of the secondary institution students in Astoria attend Long Island City High School, which is administered by the New York City Public Schools District. Getting to New York City from Astoria only takes about half an hour through public transport, and you'll find many of the nation's finest universities and colleges here. Some of these schools include Columbia University, St. John's University, Juilliard School, and New York University. With private test prep instruction via in-home or online tutoring in Astoria, NY, you can potentially improve the chances of getting into these top schools. Astoria, NY, tutors might help students gain admittance into the school of their dreams.
Top tutors from Columbia and other respected universities serving the NYC metro area. 4.9/5.0 Satisfaction Rating*
Recent Tutoring Session Reviews
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"The student and I focused on least common denominators and greatest common factors, applying them to fraction addition and comparisons and word problems. "
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"The student and I worked on graphing exponential equations. We went over her homework where she needed to determine domain and range and then sketch the graph of an exponential function. In the process of going over the problems we discussed what domain and range mean. I also reviewed instances where domain would not be negative infinity to infinity. The student had some trouble setting up her tables for values of x and y. This was due to confusing the order of operations or PEMDAS. Once we discussed the order of operations she was able to do the problems well. The student had a question about exponential growth and decay. We worked on the question by plugging in values. Then we discussed the rules for determining growth and decay. We also discussed asymptotes, which she has not yet covered in school. Finally, I went over how using domain, range, asymptotes, and the properties of growth and decay can help you check your work to make sure it is reasonable. She had a quiz yesterday and hasn't received it back but felt that it went well. "
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"We reviewed the student's homework on solving equations with trig quadratics. We went over factoring again, and she's getting it a little bit faster every time. We then talked about completing the square and did several practice problems until she could do them with ease. We then talked about how completing the square was used in conic sections and did a few examples."
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