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The Syracuse School System

The Syracuse City School District serves about 22,000 students in 34 different public schools, and the nearby universities are an excellent source of inspiration to local students. No matter the size of the school district, or the resources it has to offer, some students will need a little extra help. For some, this means extra time with a tutor to catch up with their lessons when they begin struggling with new concepts. For others, it means finding a private tutor who can offer more challenging and customized curriculum to help keep a gifted student engaged in the learning process. Varsity Tutors can help you connect with a tutor to help meet your child’s academic needs.

Syracuse is the fifth largest city in the state. Take a look at how some of the biggest schools in the Syracuse area compare to state averages.

Syracuse Test Scores

A professional tutor can help your child reach their academic goals by helping them study for their upcoming exams. In addition to nationally available exams such as the ACT and SAT, New York students face several other standardized exams throughout their academic career. In grades three through eight, students are given grade-level specific exams to gauge their competency in math and language arts. In grades four and eight, students take an exam in science, and in grades five and eight, they take social studies exams.

Once students move on to high school, they must face Regents exams, which are among the most challenging in the nation. Are you curious about how well students in Syracuse high schools are doing? Below you can get an idea of how the top schools in Syracuse rank in New York.

Syracuse High School Rankings

High School	Syracuse Ranking	State Ranking	AP Pass Rate
Syracuse Academy of Science Charter School	1	401	13%
Nottingham High School	2	N/A	26%
Institute of Technology at Syracuse Central	3	N/A	N/A
Corcoran High School	4	N/A	34%
Henninger High School	5	N/A	13%
Fowler High School	6	N/A	N/A

One of the most significant problems facing public education is the number of students in each class. Even class sizes that are deemed to be small still have a dozen or more students. Class sizes make it difficult for individualized instruction to occur. One of the primary benefits of private tutoring is the opportunity for your child to work with someone who has the time to truly get to know them, their learning style, and their academic strengths and weaknesses.

We have compiled the teacher to student ratios of the largest schools in the Syracuse area to give you an idea of how crowded your child’s classrooms may be.

Syracuse Student-to-Teacher Ratios

Henninger High School has a 21 1 student-teacher ratio.

Corcoran High School has a 19 1 student-teacher ratio.

Nottingham High School has a 18 1 student-teacher ratio.

Syracuse Academy of Science Charter School has a 12 1 student-teacher ratio.

Fowler High School has a 34 1 student-teacher ratio.

New York State Average has a 14 1 student-teacher ratio.

If you or your child is preparing to transition to college or you’ve already experienced firsthand how challenging collegiate coursework can be, you will be happy to know that there are professional Syracuse tutors nearby with experience in a wide variety of academic fields.

Below you will find some of the highest ranked colleges in the Syracuse area.

Syracuse University Rankings

College	National Rank	Acceptance Rate
Syracuse University	135	52%
Upstate Medical University	NA	NA
Le Moyne College	530	65%
SUNY College of Environmental Science & Forestry	178	54%
Bryant & Stratton College - Syracuse Main	NA	100%

How Varsity Tutors Can Help

No matter your age or academic needs, Varsity Tutors can help you connect with a great Syracuse tutor for yourself or your child. Sessions with a private tutor can be scheduled face-to-face in person or via our secure online learning platform. Contact Varsity Tutors today to get started.

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Recent Tutoring Session Reviews

★ ★ ★ ★ ★

"Today we covered mostly SAT factoring problems. We spent a good deal of time talking about testing strategy. The student is fast enough that he can check his answers with his extra time. So in addition to practice problems, we talked about how he can confirm his answers with his extra time. Also, we spoke about very difficult problems which may be saved until the end, or skipped completely if he finds uncovering errors is a better use of his time to maximize his score. I stressed to him the importance of practice tests and mimicking the actual test as much as possible. By doing even small sections, we should start to identify patterns that will help us evaluate the best strategies and where to concentrate our efforts to help him get the best score come test day. In the next lesson we will work on some probability, some compounding interest, a bit more factoring review, and exponents and radicals."

★ ★ ★ ★ ★

"We discussed some strategies for grammar and writing sections and he did a test essay. We then graded his essay and talked about ways to improve (giving more specific and detailed examples, being a bit more careful with watching spelling and grammar). For homework the student is going to complete a whole test that I will send him by this evening. I do not require that he completes a whole test at once but he can take sections over the week. He understands that he will probably take 2 to 3 sections every day and that will result in him only having to work on the test for about three or four days of the week. I will send him a reminder on Sunday to work on these sections. Finally, all sections of the test should be timed as if he were taking the test on the day. He will grade them and then make a list of concepts we need to cover in the next meeting."

★ ★ ★ ★ ★

"The student's homework focused on solving equations that use absolute values. I was a little concerned because he didn't know how absolute values work. I was able to show him a method for solving absolute values, but he probably still needs more time to really understand the concept of absolute values and how they work. I was very encouraged that he is getting better at solving basic equations on his own. After getting warmed up he was able to solve many of the equations on his own. Each week he seems to be more confident, and quicker at solving equations, and he makes fewer mistakes. "

★ ★ ★ ★ ★

"We went over the student's calculus test that covered derivatives. Then we did 1 related rates problem. "

★ ★ ★ ★ ★

"The student worked on completing homework. She then spent the rest of the session writing a personal narrative using an organizational tool to brainstorm her ideas. She worked on adding details and transitional words at the beginning of the sentences."

★ ★ ★ ★ ★

"Today the student and I reviewed Lecciones 3-7 in his Spanish supplemental book. We discussed questions he had while reading over these lessons, including preterite conjugation and the usage of the verb to take, "tomar." We discussed contextual usage of "tomar" when referring to food and beverage or consumption. We practiced using preterite tense and DOP's by replacing the direct object or the person or thing an action is being done to/with, with pronouns and placing them before the conjugated verb. Then, we discussed the 3rd person and the book's use of the 3rd man illustration to talk about he/she/or it in the past tense. "

★ ★ ★ ★

"In this session, the student and I went over a handful of algebra problems covering various topics. These included linear equations, word problems, angle laws, and calculating percentages. While he appeared to understand each concept as it appeared in the problem by the session's end, he could still benefit from practicing the general manipulation of variables in algebraic equations."

★ ★ ★ ★ ★

"The student and I worked through some software that computes prime numbers, then we worked on another that counts the times in a year that Sunday is on the first day of the month. We'll continue working on the Sunday counter next session."

★ ★ ★ ★ ★

"The student worked on her online assignments for sections 3.4, 8.2 and 8.3. They covered solving sets of linear equations through substitution and addition. She required little guidance in sections 8.3. She knew the basics from prior math courses and only needed refreshing on the details required to reach solutions. "

★ ★ ★ ★ ★

"Today, Student 1 and I worked on synonyms. We spent the time going over a tiered approach to solving them, from identifying the words and finding words that use those same roots, to identifying roots, to finally going off of connotations. She has a good intuition and just needs more practice and exposure to more words to practice these strategies. Student 2 has an incredibly sharp intuition and seems able to identify the correct answer quite easily when he does not have much understanding of the words. He's in very good shape and has a pretty extensive vocabulary. We spent half of our time on synonyms and half of our time on analogies, as he was proving to be quite good at the synonyms. Overall, I think they're in good shape and just need to keep practicing up until test day."

★ ★ ★ ★ ★

"We did a final review of naming compounds. We also included three name compounds that involved hydrogen being the middle word. The student was able to complete all the problems with little trouble; he required minimal assistance when he got stuck. I expect him to perform well on his test tomorrow. "