I am a lifelong learner, and I would love to be your next tutor!

I am a current student at the Colorado School of Mines, studying to double major in Applied Mathematics and Engineering Physics. I have been tutoring students professionally for one year, but also through my schools for 5 years now. I tutor most kinds of Math and Science, and love doing so; being able to help spread understanding of a difficult concept never fails to bring me joy. As a current student, I understand how lecturing is often not the most effective (or interesting) way to learn, so I like to be very interactive and ask a lot of questions in my teaching, almost like a conversation between the student and myself.

I am a student at the Georgia Institute of Technology studying Chemical Engineering. For the past several years, I have worked with students extensively. Through hosting events for younger kids to learn about STEM and for older teens to practice empathetic design, I know the importance of teaching students in ways that engage them rather than frustrate them, which I apply to my teaching. I have tutored high school students in a drop-in resource center in various subjects including math of all levels, chemistry, and English, making me adequately equipped in a variety of topics. I have also tutored several students long-term. Establishing relationships with students and exploring their unique learning styles is my favorite part of tutoring. I prioritize helping students discover HOW to learn in a manner that is the most effective for them, so they can begin to use those skills on their own throughout their education. Learning is a lifelong skill that requires practice for improvement; I strive to help my students gain confidence in their ability to learn.

I am a neuroscience and psychology double major from CU Boulder working to go to PA school down the road. I am originally from the East coast, but definitely prefer the hiking here. I was a learning assistant (basically student focused teacher aid) at CU, and took a course to learn more effective pedagogy. Afterwards, I was asked to be a mentor, and continued trying to help as much as I can.

The ACT Reading section rewards speed and strategy more than deep literary analysis — it's about locating evidence quickly and eliminating wrong answers with confidence. Christian scored a 34 composite and teaches students a systematic passage-attack method that prioritizes time management across the four passage types. Rated 5.0 by students, he breaks down how to handle the dual-passage comparison questions that trip up most test-takers.

The ACT Reading section rewards a specific kind of speed — not skimming, but knowing exactly what to extract from each passage type. Oliver, who scored a 33 composite, teaches students to attack the paired-passage and prose fiction sections with targeted annotation strategies that cut re-reading time in half.

The ACT Reading section rewards a specific kind of speed — not skimming, but knowing where to look and how to eliminate answer choices that sound right but aren't supported by the passage. Graham, an avid reader studying astrophysics and chemistry at CU Boulder, breaks down each passage type (prose fiction, social science, humanities, natural science) so students know what to expect before the clock starts. His 33 ACT composite backs up the approach.

I am an incoming first year medical student at the University of Colorado School of Medicine in Aurora, Colorado. I graduated from the University of Virginia with a BS in Biomedical Engineering. Through the course of my undergraduate career, I served as a teaching assistant for Cell & Molecular Biology and both undergraduate and graduate versions of Introduction to MATLAB. I also have experience volunteering as a tutor from elementary to high school levels. In addition to teaching, I have personal experience with the ACT, SAT, AP, IB, and MCAT exams. I would like to now use my teaching experience to help local students in the subjects I encountered during my undergraduate career. I love teaching and work to make learning as easy as possible by employing games, shortcuts, and gradual build-up so that my students can improve to their desired performance levels.

Speed is the real enemy on ACT Reading: four passages, forty questions, thirty-five minutes. Rohith teaches a deliberate approach to each passage type — prose fiction, social science, humanities, natural science — showing students how to locate evidence quickly and eliminate answer choices without second-guessing themselves.

I am a undergraduate student who is willing to help other students in subjects that they may be experiencing difficulties in.

The ACT Reading section isn't really about reading — it's about efficiently locating evidence across four dense passages in 35 minutes. Austin teaches a strategic approach to passage ordering and question triage that keeps students from burning time on the hardest literary narrative while leaving easy social science points on the table. His 33 ACT composite and 5.0 tutoring rating speak to how well this method translates to real score gains.

Most students treat ACT Reading like a comprehension quiz, but it's really a speed-and-evidence game — four passages, forty questions, thirty-five minutes. Paige, who scored a 32 composite and reads analytically by training as a philosophy major, teaches students to locate textual evidence fast and eliminate answer choices that sound right but aren't supported. Her 5.0 rating speaks to how well that approach clicks with students.

Most students treat ACT Reading as a speed test, but Ilesh reframes it as a precision exercise: knowing what the question actually asks before hunting for evidence in the passage. His 36 composite came partly from a disciplined passage-mapping strategy that he now teaches students to replicate across all four prose genres the section throws at them.

Reading four dense passages in 35 minutes requires a method, not just speed. John breaks the ACT Reading section into a decision-making process: how to skim for structure, when to go back to the text versus trusting your first read, and how to eliminate answer choices that sound right but distort the passage. His 36 composite and background in literature make him especially sharp on the prose fiction and humanities passages.

After scoring a perfect 36 ACT composite, Anna developed a question-first approach to the Reading section — previewing what each question demands before touching the passage, so every line read serves a purpose. Her medical education background means she's used to processing dense, unfamiliar material quickly and extracting exactly what matters, a skill that translates directly to the natural science and social science passages. Rated 5.0 by students.

Medical school at the University of Arizona means Alex reads hundreds of pages of dense, unfamiliar material every week — the same core skill the ACT Reading section tests under a 35-minute clock. With a perfect 36 ACT composite, he teaches students to attack the paired viewpoints and natural science passages by isolating each author's claim before looking at answer choices, which eliminates the subtle scope-shift traps that cost most test-takers points. Rated 4.8 by students.

Most ACT Reading mistakes come from time pressure, not comprehension — students understand passages but can't consistently answer 40 questions in 35 minutes. Elliot teaches a triage strategy: how to identify question types, when to skim versus close-read, and how to eliminate answer choices that paraphrase the passage just enough to seem right. Rated 5.0 by students.

Reading four dense passages in 35 minutes forces a different kind of reading than most students are used to. Sugi's cognitive science training at Rice gives her a framework for teaching active reading strategies — how to map an argument's structure on a first pass so that inference and tone questions become straightforward rather than agonizing. She holds a perfect 36 ACT composite and a 5.0 tutoring rating.

I am currently a resident physician at Northwestern Hospital.

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 available to tutor a range of middle school and high school subjects, but I am most excited about tutoring test prep. I remember how stressful preparing for college can be and I am eager to do my part in helping students fulfill their college goals. I believe that learning is a collaborative process and I am committed to being as actively involved in the student's learning as I can. In my spare time, I enjoy reading, going to the movies (I try to see each Oscar nominee before the ceremony every year.), and am a huge Michigan sports fan.

Most ACT Reading mistakes come from spending too long on passages and rushing through questions — or the reverse. Logan, who earned a 36 composite, teaches a deliberate passage-mapping technique that lets students locate evidence for inference and detail questions without rereading entire paragraphs. His communication background also sharpens how students interpret tone and author's-purpose questions.

Reading dense, unfamiliar passages under time pressure is where most ACT Reading scores stall out. Austin's background in Classics and Philosophy means he spent years doing exactly that — pulling arguments from ancient texts and evaluating how authors build their claims. He teaches students to map passage structure before touching the questions, turning a 35-minute sprint into a manageable process.

Mechanical engineering coursework at Harvard means Christopher reads the way the ACT Reading section rewards — extracting key claims from dense technical material fast and ignoring everything that doesn't answer the question in front of him. He applies that same efficiency to all four passage types, teaching students to map an author's argument structure in the first read so that inference and detail questions become quick lookups rather than guesswork. His 35 ACT composite and 4.8 student rating back up the approach.

Most ACT Reading mistakes come from spending too long on one passage or second-guessing answers that felt right the first time. Edward teaches a timing strategy that allocates minutes by passage type — prose fiction, social science, humanities, natural science — and shows students how to locate textual evidence quickly instead of re-reading entire paragraphs. His 36 composite reflects command of every section, not just the math side.

The ACT Reading section isn't really about comprehension — it's about extracting specific evidence under a brutal time constraint. Benjamin scored a 36 composite and applies the close-reading skills from his Columbia English program to teach students how to identify what each question is actually asking, locate proof in the passage quickly, and eliminate trap answers with confidence.

I am a Neuroscience and Behavior major at Columbia University. Although my major is centered in the STEM field, I am also passionate about human rights work, global engagement, and local outreach. While my future plans are subject to change, I see myself continuing in academia, going to medical school, and becoming a physician.

I am a 2023 graduate of the University of Notre Dame with a Finance/Economics major and a minor in Innovation and Entrepreneurship. I am a passionate student in the math and business realms, as I enjoy the intuitiveness of the former and the real-world potential of the latter. During classes in middle and high school, I developed a reputation of being a good source of help within my classes in a non-tutor capacity, and grew that into a peer tutor role a couple times a week during lunch my senior year of high school. What I hope to accomplish with my tutoring is ensure that you not only achieve your desired grade/score, but see how the different concepts relate to each other in the bigger picture. The more important part is to critically think about the subject matter in other, more unfamiliar contexts. Also, in my math subjects, I seek to provide personal secrets in realms including quicker computation strategies, unique acronyms for certain rules, and other intuitive shortcuts.

Tracy's strategy for ACT Reading starts with the dual-passage comparison questions, which she considers the section's biggest point opportunities once students learn to read structurally. Instead of re-reading entire passages, she teaches a targeted annotation method — marking tone shifts, key claims, and concession language on the first pass so answers come faster on the second. Her 36 composite reflects how well this approach scales across all four passage types.

Scoring a 36 ACT composite means Vivian didn't just read the passages — she learned to dismantle them, distinguishing between what the author states explicitly and what's merely implied. Her approach to the Reading section zeroes in on how to handle the dual-passage comparisons and inference questions that trip up even strong readers. Rated 4.9 by students.

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 an undergraduate of the Johns Hopkins University, majoring in Biomedical Engineering and Computer Science. I have years of experience tutoring and teaching math and various sciences from an elementary to a college level. I primarily tutor college level courses such as physics and biochemistry, but also have extensive experience in social sciences, biology, and higher mathematics such as Calculus and Differential Equations. I believe that demonstrating the various real-world applications of a given concept is the best method to increase a student's understanding.

Scoring a perfect 36 ACT composite means Max has firsthand experience with the Reading section's tightest time pressure — 35 minutes across four passages with no room for re-reading. His biology research background, which involves digesting dense ecological studies and isolating specific claims from surrounding data, trained him to do exactly what the natural science and social science passages demand: separate what the author actually states from what the surrounding context merely suggests. Rated 5.0 by students.

I'm Lizz, a middle school math teacher working in Chicago Public Schools. I love to see students go from describing themselves as "not a math person" to feeling like they meet exciting challenges in math and other parts of their lives. Even though I love working in the classroom, I feel like tutoring allows me to make more of an impact and connect with students.

I am 22 years old and just graduated from the University of Kentucky with a double degree in French and Biochemistry. I have been a tutor for over a year now at UK's tutoring center. I believe that anyone can learn anything with enough practice and encouragement, and I love helping students overcome challenges and gain more self-confidence!

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 come not from misunderstanding the passage but from misreading the question — confusing "the author suggests" with "the passage states" or missing a keyword like "except." Dennis, who earned a perfect 36 composite, teaches a passage-mapping strategy that cuts re-reading time and makes evidence-based answer elimination systematic rather than instinctive.

I am an undergraduate at Washington University in St. Louis majoring in Philosophy-Neuroscience-Psychology on the Premed track. I have two years worth of experience peer tutoring. I feel the most confident tutoring ACT preparation. During my time as a high school student, I worked from an ACT score of 25 to a 36 and developed many effective strategies that I will tailor to the students I tutor and understand the ins and outs of the test. In addition to working with high school peers, I have also enjoyed teaching private piano and violin lessons for elementary students. Helping people knock down their roadblocks is a passion of mine. Standardized tests and basic education may feel removed from our passions, but developing those foundations are essential for opening up opportunities and becoming capable of taking on our pursuits.

I am currently pursuing a Bachelors of Science in Aerospace Engineering at the Georgia Institute of Technology. I am also a graduate of the high school International Baccalaureate Program. I have informal experience tutoring high school physics, but am most passionate about tutoring students for the ACT standardized test, having had extensive experience preparing for standardized tests throughout high school. I am eager to aid students in boosting their scores before their upcoming college applications, an important milestone in many students' lives. In my free time, I also enjoy playing tennis.

I am an aspiring applied mathematician, with particular interest in image processing and climate science. I graduated in May 2017 from Washington University in St. Louis with a bachelor's in physics and mathematics, and am beginning a PhD program in September 2017 at the University of Chicago in Computational and Applied Mathematics. I've tutored introductory physics students for three years and enjoyed it thoroughly, as a chance to help other students while revisiting fundamental concepts to enhance my own knowledge. I'm eager to continue reaching out and helping students of math and physics to succeed and, furthermore, to appreciate the beauty and power of these subjects.