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Varsity Tutors can help those who are seeking qualified and thorough California GMAT preparation. If you are a student or career professional preparing to take the Graduate Management Admission Test, or GMAT, we can help. Your GMAT score will be one of the primary factors that most business schools will consider in the admissions process. How you perform on the exam indicates your performance to the admissions board, so it is crucial to do your best on test day.
The GMAT has four sections, and it will probably be one of the biggest hurdles that you face on your path to business schools such as the University of California, Davis-Graduate School of Management and California State University, Sacramento. If you need extra help as you begin to study, a California GMAT prep course might be what you need. Or maybe you prefer to work one-on-one with a California GMAT tutor. Whatever method of test prep help you are seeking, Varsity Tutors can help you find it.
What can I expect California GMAT prep to cover?
The GMAT consists of four sections: the Analytical Writing Assessment, Integrated Reasoning, Quantitative Reasoning, and Verbal Reasoning. For approximately 3.5 hours, you will answer a wide range of questions that will test your skills in various areas. Now, we will look at the test in more detail so you can get a feel for the concepts you will need to master before test day. You are allowed to choose one of the three different section configurations, but for now, we will start with the Analytical Writing Assessment.
The Analytical Writing Assessment calculates your abilities in critical thinking and written English. For this section, you will be given an argument. You will have to examine the reasoning behind the particular argument that you are given. To do well on this part, you will need to have strong skills in planning responses, developing ideas, organization, and evaluating arguments. You will also need to find reasons and examples to support your evaluation. This section needs to be completed in 30 minutes, so you will need to work quickly and efficiently.
The Integrated Reasoning portion of the exam tests your skills in data comparison and organization, evaluating sources for relevant information, integrating information from many sources to solve problems, and synthesizing provided information. This section contains four different types of questions, including table analysis, two-part analysis, multi-source reasoning, and graphics interpretation. This part also has to be completed within a 30-minute window, and it consists of 12 questions. Many of the questions require you to give more than one response, so again, you will need to work quickly. This section will show business schools how well you solve challenging problems by using data provided to you. With this section, you can showcase your ability to make smart decisions based on the information that you are given.
The Quantitative Reasoning section measures your abilities in mathematical reasoning, graphic data interpretation, and quantitative problem-solving. You will face two different types of questions in this section, including problem-solving and data sufficiency. These questions will show business schools how good you are at using logic and analytical reasoning to problem-solve as well as your ability to evaluate data. You will have 62 minutes to answer 31 multiple-choice questions.
What are some benefits of the two different types of California GMAT prep?
The two GMAT preparation options are private tutoring and prep courses. Varsity Tutors can set you up with either. Each option has different benefits, and many students like to use a combination of the two. Let's explore both California GMAT prep classes and tutoring in a little more detail.
If you are considering a GMAT class, we can help you sign up for one. You will get interactive online instruction that feels just like an in-person class. New sessions are started each week, and you get the choice of enrolling in two- or four- week sessions. A California GMAT prep class is convenient because you can set up your study nook wherever you feel the most comfortable.
Once you have enrolled, you will attend live course sessions with an instructor and other students, just like a traditional learning environment. Together, you will work with peers and your teacher in group discussions and activities that could help you increase your skill set for the GMAT. The unique environment can also help you improve your retention of the techniques and concepts you are learning, like learning how to use context clues to eliminate multiple-choice answers quickly. Courses for California GMAT prep also give you a chance to have one-on-one time with your teacher, if you find you need extra help.
If you are someone who would like dedicated one-on-one attention, we can connect you with a California GMAT prep tutor. Private mentoring allows you to get customized help that is not available in most classroom environments. Additionally, you will find learning extra-convenient if your academic mentor uses our Live Learning Platform for online sessions. If you prefer working in-person, you can choose a convenient location to meet your instructor. Your private instructor can get to know your strengths, preferred learning style, goals, and areas of opportunities on the GMAT. This can assist your mentor in writing lesson plans that revolve around your specific needs. For instance, if you are already adept in Integrated Reasoning skills, you can spend more time working on your writing and organizational skills for the Analytical Writing Assessment. No matter what topic you need help learning, a GMAT tutor can help you figure out how to best reach for your GMAT score and study goals.
Now that I have learned about the exam and the benefits of working with private instructors, how can I find GMAT help in California?
Varsity Tutors has different methods of enhancing your California GMAT prep, and we are happy to help you figure out which of the options is the best match for you. Whether you are looking for private sessions with a qualified GMAT tutor or a course that fits your busy schedule needs, we can get you started with the best choice for you. Contact an educational consultant today for more information about California GMAT prep today.
Deisha: Sacramento GMAT test prep instructor
...patient, understanding and excellent at building foundations that will stay with you for a lifetime. I would love to help you with your educational pursuit and I will make sure that frustration is never felt again. It is my goal to make sure each individual student achieves their maximum potential, you are all super stars I am only here to remind you of this during your journey. Happy studying and I will talk to you...
Education & Certification
- California State University-Sacramento - Bachelors, Social Work
- University of Southern California - Current Grad Student, Social Work
Subject Expertise
- GMAT
- 3rd Grade Math
- Middle School Reading
- GRE Subject Test in Psychology
- +153 subjects
Joy: Sacramento GMAT test prep instructor
...that includes working with students in person and online. The subjects I tutor are English, Spanish, History, Study Skills, Science, Reading, Writing, Social Studies, Mathematics, and many other academic subjects. I enjoy tutoring English and Spanish the most because it helps in so many ways with grammar, public speaking, and using it properly in conversations. My teaching philosophy is that I gear towards all types of learners whether they be auditory, visual, or kinesthetic. I...
Education & Certification
- Humphreys College-Stockton and Modesto Campuses - Bachelor of Science, Community Psychology
Subject Expertise
- GMAT
- LSAT
- MCAT
- PCAT
- +200 subjects
Jonathan: Sacramento GMAT test prep instructor
I graduated from Davidson College in 2005 with a Bachelor of Science in Psychology. I earned my masters in 2009 from Wake Forest University in Business Administration and Management. My goal here is to help anyone who genuinely wants to learn and prepare themselves for success in education and in life. I enjoy golf and travel.
Education & Certification
- Davidson College - Bachelor of Science, Psychology
- Wake Forest University - Masters in Business Administration, Business Administration and Management
Subject Expertise
- GMAT
- GRE
- GRE Subject Tests
- Managerial Accounting
- +54 subjects
Akiva: Sacramento GMAT test prep instructor
...and Composition at U.C. Berkeley, I have extensive knowledge of all periods of literature. I have also taught courses addressing a vast array of literary/philosophical movements. During my time as an Instructional Assistant in English at American River College, I displayed impeccable organizational skills and flexibility, thereby allowing me to manage a full course load whenever necessary. Throughout my academic and corporate career, I consistently demonstrated my ability to work with students from a variety...
Education & Certification
- University of California-Berkeley - Bachelor of Philosophy, History and Philosophy of Science and Technology
- Western New Mexico University - Master of Arts, Multi-/Interdisciplinary Studies, General
Subject Expertise
- GMAT
- PCAT
- GRE
- IB Global Politics
- +99 subjects
John: Sacramento GMAT test prep instructor
I graduated from the American Academy of Dramatic Arts in NYC in 2008, the oldest English speaking acting conservatory in the world. I graduated Summa from University of St Thomas with a BA in English, and just wrapped up a MS in Data Science from Northwestern. I'm a huge Red Sox fan and love watching detective shows when I have free time.... Positivity. Always. I believe that if a student is given positive tools and is allowed to understand the material rather than be lectured at, they're more likely to do well in the future.
Education & Certification
- American Academy of Dramatic Arts - Associates, Acting
- University of St. Thomas - Bachelor of Fine Arts, English/Drama
Subject Expertise
- GMAT
- GRE
- Reading
- Art
- +110 subjects
Stacie: Sacramento GMAT test prep instructor
...goals. I previously taught high school for several years and also have tutoring experience in a wide variety of subject areas. At this time, I focus almost exclusively on assisting students seeking top scores on graduate admissions exams, including the GRE, GMAT and LSAT. In my free time I enjoy watching all kinds of sports, reading, playing board games, going to concerts, and spending time with my friends, family, and 4-pound Chihuahua Pinkie.... My teaching philosophy is essentially that all students have the capacity and desire to learn. Some individuals may just need individualized instruction in particular subject areas or with study skills and time management. I think that building confidence is one of the most key components to academic success, and I strive to do so with every student.
Education & Certification
- The University of Texas at Arlington - Bachelors, English
- Texas AM University - Commerce - Current Grad Student, Secondary Education
Subject Expertise
- GMAT
- PCAT
- GRE Subject Tests
- LSAT
- +134 subjects
Alex: Sacramento GMAT test prep instructor
...you can make is in improving your college/grad school aptitude testing skills, as just a couple hours of study per week can yield enormous results in admittances and scholarships. On the weekend you might find me running with my dog, playing board games with my daughters, snowboarding, or just hanging out with a book. I love learning new languages and am working on a comedy script. I hope I can help you reach new heights...
Education & Certification
- University of Wisconsin-Madison - Bachelor in Arts, Economics
- University of Wisconsin-Madison - Bachelor in Arts, International Relations
- University of Southern California - Masters in Business Administration, Finance
- University of Southern California - Masters in Business Administration, Real Estate
Subject Expertise
- GMAT
- GRE
- LSAT
- DAT
- +88 subjects
Rachel: Sacramento GMAT test prep instructor
...My tutoring methods are completely student specific. I will listen to your problems and together we can brainstorm the best way to improve your scores or abilities. I do not believe in applying the exact same template to each student, because each student is different. I look forward to hearing from you and helping you in your endeavors. I am free from 9am-9pm on weekdays and weekends. I live in the Chicago area near the...
Education & Certification
- Yale University - Bachelors, Economics
- University of Chicago Booth School of Business - Masters, MBA (Masters in Business Administration)
Subject Expertise
- GMAT
- GRE
- Pre-Algebra
- GMAT Verbal
- +32 subjects
Varun: Sacramento GMAT test prep instructor
...helping others reach their educational goals. Whatever the task, no matter how long it takes, I will make sure you get the most out of your sessions and will tailor my personal approach to whatever you need. I have been tutoring middle school, high school, and college students for five years. As an Ivy League graduate, I know what it takes to succeed in a highly competitive academic environment and can help you succeed as...
Education & Certification
- Dartmouth College - Bachelors, Government/Film and Media Studies
Subject Expertise
- GMAT
- GRE
- SAT Subject Test in World History
- AP European History
- +149 subjects
Christina: Sacramento GMAT test prep instructor
I am a current MBA student at the Yale School of Management who will also be attending UCLA School of Law post-MBA. I've also enjoyed taking standardized tests and "cracking" their code; so I love getting to continue to work on this with my students.
Education & Certification
- University of Houston - Bachelors, Biology, General
- Yale School of Management - Masters in Business Administration, Business, General
Subject Expertise
- GMAT
- LSAT
- GRE
- Music Theory
- +58 subjects
Erin: Sacramento GMAT test prep instructor
...4 years of experience teaching GRE and GMAT. As far as hobbies go, I enjoy reading science fiction, classic literature, and comic books. Rock-climbing is a big thing for me, as is Brazilian Jiu-Jitsu. I'm also into dancing, including salsa, bachata, zouk, swing, and Argentine tango. Also I love science! I study it every day to make sure I'm on top of the classes I teach. I look forward to seeing you soon!... My teaching philosophy is simple. I find academic topics interesting, and I try to infect my students with my own interest. It's very hard to learn something when you find it boring, and it's very hard to persevere with a topic you find boring. So, I just try to make it fun and interesting. And, I like to make a lot of stupid jokes and smart metaphors.
Education & Certification
- Stanford - Bachelors, Biology, General
Subject Expertise
- GMAT
- GRE
- SSAT
- ISEE- Upper Level
- +77 subjects
Sanvy: Sacramento GMAT test prep instructor
...because the level of required logical deduction really challenges thinking to new heights. Data sufficiency in the quantitative section provides a unique twist in solving math, and I always feel happy whenever I help someone understand an easier way to solve questions. My teaching philosophy is that there is no student who cannot improve: every individual has a preferred method for arriving at an answer, and it's up to the tutor to guide them towards...
Education & Certification
- Truman State University - Bachelor of Science, Biology, General
Subject Expertise
- GMAT
- MCAT
- Test Prep
- Mandarin Chinese 3
- +42 subjects
Elizabeth: Sacramento GMAT test prep instructor
...based on the skills I saw my students needed most and created teaching material that made lessons dynamic and fun. The level of need I saw in my neighbors, students and colleagues motivated me to go beyond my primary teaching assignment and explore a more sustainable approach to economic development. I identified the potential of business to create long-term solutions to the hardships I saw in my village and started a social enterprise designed to...
Education & Certification
- Middlebury College - Bachelor in Arts, Political Science and Government
Subject Expertise
- GMAT
- Geometry
- Literature
- Phonics
- +33 subjects
Sean: Sacramento GMAT test prep instructor
...life. I will do my best to find the best way for you not only to ahchieve a certain academic result but also to find and achieve any other life-long goals. I am generally available all throughout the week (morning, day & night), provided that the schedule does not conflict with my class schedule. I will be avialable generally all year-round except during the breaks due to reasons mainly related to internship & my personal...
Education & Certification
- University of California-Los Angeles - Bachelors, Mathematics
- Columbia University in the City of New York - Masters in Business Administration, Business Administration and Management
Subject Expertise
- GMAT
- GRE Subject Tests
- GRE
- LSAT
- +59 subjects
Vince: Sacramento GMAT test prep instructor
...Advisory Committee for President George H.W. Bush, and the Environmental Technology Export Council for President Clinton. My goal is to inspire students and help them prepare for opportunities in the rapidly growing STEM fields. I am certified to teach Mathematics and Physics in Grades 6-12. I enjoy tutoring students in physics, all types of math, and standardized test preparation. In my spare time, I enjoy reading, writing and consulting in national policy matters.... Socio-cultural Philosophy of Education "Ensuring that Every Child Learns Mathematics" As Ayn Rand observed in her Introduction to the Objectivist Epistemology, “Man’s mathematical and conceptual abilities develop simultaneously.” (Rand, 1970) Mathematics is the product of abstraction and logical reasoning; two skills essential for Information Age (knowledge) workers in the 21st Century. It is used and understood throughout the world in such important fields as the natural and social sciences, engineering, and medicine. As the Industrial Age continues to mature and decline, facility with mathematics and conceptualization has become a key element in the workforce’s ability to adapt and thrive as knowledge workers. When I first read about Dr. Robert P. Moses and The Algebra Project (Moses, 2001), I was struck by his proposals for providing students with “evidence” for the mathematics being taught. The five-step circular process he described was virtually identical to the process I was mentored through as an apprentice engineer, and it resonated with my earliest social training. Epistemic Position My first introduction to social philosophy came during the late 1950’s at the feet of my father, a Sociologist with the NYC Welfare Department, and my great uncle, a Roman Catholic Monsignor and head of the New York Catholic School System. John Dewey’s Democracy and Education (Dewey, 1916) was a staple of discussion, and impactful enough to inspire an impressionable young man to publish an article in the Chicago Tribune in 1969 on the topic. Revisiting Dewey today Renee Hobbs observes, “Dewey asserted that learning cannot be standardized because it always takes place against the backdrop of the learner’s particular knowledge and life experiences. For this reason, he suggested that teachers tie new material to their students’ individual perspectives and give them the freedom to subject it to testing and debate.” (Hobbs, 2011) And, Tom Leddy reminds us that, “To Dewey each individual was an organism situated in a biological and social environment in which problems were constantly emerging, forcing the individual to reflect, act, and learn. Dewey, following William James, held that knowledge arises from reflection upon our actions and that the worth of a putative item of knowledge is directly correlated with the problem-solving success of the actions performed under its guidance. (Leddy, 2008) The dual emphasis on problem-solving and the relevance of the social environment on the individual’s motivation to reflect, act and learn is as relevant to the challenges faced at inner city schools today as it was 100 years ago. Vision and Rationale for an Optimal Student Learning Environment I am impressed by the TARGETS approach to task, autonomy, recognition, evaluation, time and social support evocated by ¬Anderman and Anderman, 2009, and summarized by Ormrod (2012) as follows: • Classroom Tasks affect motivation. • The amount of Autonomy students have affects motivation, especially intrinsic motivation • The amount and nature of Recognition students receive affects their motivation. • The Grouping procedures in the classroom affect motivation. • The forms of Evaluation in the classroom affect motivation. • How teachers schedule Time affects motivation. • The amount of Social Support students believe they have in the classroom affects motivation. Description of and Rationale for Proposed Teaching Strategies The afore-mentioned TARGETS Program contains both the description and the rationale for the specific teaching strategies that will be implemented in my classroom. • Present new topics through interesting, engaging, and perhaps emotionally charted tasks that are relevant to student’s lives and goals. Promote understanding rather than rote learning, and provide students with the scaffolding required for success. • Give students choices about what they learn, when possible, and teach self-regulation strategies. Have students take leadership roles in the classroom with responsibility for regulating practices and policies. • Acknowledge personal and social achievements in addition to academic ones, and reward incremental improvement. Tie students’ efforts to their successes, and use concrete reinforcers only when intrinsic motivation fails. • Provide group interaction (cooperative learning, peer tutoring), and create small-group activities where everyone can taste success. Teach the requisite social skills. • Create specific, clearly understood evaluation criteria. Discourage competition, and provide specific feedback on what students do well, and practical suggestions on improvement. • Give students sufficient time for mastery over important concepts and skills. Build variety and change-of-pace into the program, and let student interests dictate certain activities. • Create a general atmosphere of mutual caring, respect and support for all class members. Convey affection and respect for every student and project a sincere eagerness to help every student succeed. Create situations where students feel comfortable participating actively in classroom activities. Mathematics should be taught in this way for two very important reasons: 1. Workforce entrants today are not adequately prepared to contribute in companies in the most dynamic fields. High tech companies increasingly recruit knowledge workers trained in the STEM disciplines, while low-tech jobs get outsourced to emerging economies like India and China, where middle class lifestyle expectations are much lower than they are in the United States. As I frequently advise young men and women, in the economy of the future, George Jetson will not earn a middle class living as a digital operator (pushing a button) in a high-tech factory. To reverse a decade’s long decline in the U.S. Middle Class and average worker salaries, and return to full employment, we must give every student the tools they need in our high-tech economy. 2. Workers graduated with degrees in STEM disciplines need to be prepared for work in team-oriented, problem solving companies that value the sharing of expertise. This means being prepared to work effectively in multi-disciplinary, multicultural settings; being capable of reducing complex problems to abstractions that can be systematically and intuitively understood, modeled and solved; and being prepared to exercise leadership when necessary. I would address the first issue by following Dr. Shirley M. McBay’s recommendations in “Improving Education for Minorities.” We can stop segregating students by ability, and ensure that our classrooms promote rather than discourage the education of minorities and at-risk students. Here, too, the contributions of educators like Dr. Robert P. Moses in the Algebra Project address not only previously disenfranchised students but, as we observed, they fill important gaps in the education of even our most privileged scientists and engineers. Teaching techniques like cooperative learning and peer tutoring, directly address the development of the kind of team-oriented problem solving skills prized by high-tech industry, while also serving to lift the achievement level of every participant. My goal is to use my years of experience with mathematics applied across a broad range of industries and functional roles, and my experience dealing in a multicultural, multinational setting with people running the gamut from construction workers, to research engineers, to sophisticated Boards of Directors; and apply it to presenting Dr. Moses’ “evidence” to students of the Atlanta Public School System in the kind of visceral and authentic way that will prepare them for success in what lies ahead. In so doing, my hope is to develop a culture of problem solving in my classroom where students see each knew problem as a challenge to be relished, and one for which they have the tools and support to successfully solve. In that “Authentic activities can increase the probability that students will transfer knowledge, skills and problem-solving strategies to real-world contexts;” (Ormond, 2012) my goal will be to use my background to develop the kind of authentic activities that can ultimately meet Dewey’s criteria “that the worth of a putative item of knowledge is directly correlated with the problem-solving success of the actions performed under its guidance.” (Leddy, 2008) Theory of learning most consistent with my Learning Philosophy Contemporary Cognitivism (Ormrod, 2012) is the learning theory most consistent with my personal philosophy; and most particularly the Contextual Theories often referred to as Sociocultural Theory with its roots in Vygotsky’s theory of cognitive development. In particular, I plan to implement some of the problem-based learning (PBL) strategies (Ormond, 2012) for collaborative inquiry that is in such high demand in the private sector in this Information Age. In this, I can bring to bear my extensive experience in the STEM fields and such relevant markets as Energy, Environment and Community Development. References 1. Anderman, L.H. and Anderman, E. M., (2009) Oriented towards mastery: Promoting positive motivational tools for students, in R. Gilman, E.S. Huebner, & M.J. Furlong (Eds.) Handbook od positive psychology in schools, (pp. 161-173) New York, Routledge. 2. Dewey, J., 1916, Democracy and Education: An Introduction to the Philosophy of Education, New York: Macmillan. 3. Hobbs, Renee. Digital and Media Literacy: Connecting Culture and Classroom. Thousand Oaks, CA: Corwin, 2011. 4. Leddy, Tom, “Dewey’s Aesthetics”, The Stanford Encyclopedia of Philosophy (Fall 2008 Edition), Edward N. Zalta (ed.), URL = <http://plato.stanford.edu/archives/fall2008/entries/dewey-aesthetics/>. 5. Shirley M. McBay, Improving Education for Minorities. Office of the Dean for Student Affairs, MIT, Cambridge, Mass.: 1986. 6. Moses Robert P. and Cobb, Charles, Radical Equations: Civil Rights from Mississippi to the Algebra Project, Beacon Press, 2001. 7. Ormrod, Jeanne Ellis, Human Learning. 6th Edition. Pearson 2012. 8. Rand, A. 1966–67. Introduction to Objectivist Epistemology. 2nd edition. Meridian 1970.
Education & Certification
- Southern Methodist University - Bachelors, Civil Engineering
- Georgia State University - Masters, MAT-Mathematics
Subject Expertise
- GMAT
- GRE
- LSAT
- Civil Engineering
- +33 subjects
Sherry: Sacramento GMAT test prep instructor
...loves reading, drawing, playing guitar, practicing yoga and a myriad of other things she can't think to type into a description box that is only a simulacrum of herself. Sherry has been a teaching assistant at prep centers like Kumon for years, and a tutor for longer, helping many students achieve their schoolwork and test score goals in a flexible, tailored, understanding way, and hopes to continue to work with students in rewarding environments... Repetition, testing them occasionally, and working backwards and forwards for problems.
Education & Certification
- New York University - Bachelors, Biochemistry
Subject Expertise
- GMAT
- GRE
- GRE Subject Tests
- Elementary School Reading
- +90 subjects
Andrew: Sacramento GMAT test prep instructor
...CFA Level 1 exam. I am also an expert in all aspects of the GMAT. I enjoy teaching the most when I see the light of understanding turn on in the student and not just academically but with real-world applicability whenever possible (especially regarding investing). I listen to the student's needs within the context of the exam in question, explain the complex in easy-to-understand terms, and seek feedback. In my other time, I engage in...
Education & Certification
- The University of Alabama - Bachelor in Arts, Finance
- The University of Alabama - Master of Arts, Economics
Subject Expertise
- GMAT
- GMAT Integrated Reasoning
- GMAT Quantitative
- CFA - Chartered Financial Analyst - Level 1
- +10 subjects
Jean: Sacramento GMAT test prep instructor
...test prep books to gather meaningful and common practice problems to teach. I would credit my teaching philosophy to my mom - a college psychology professor prior to immigrating to the U.S. The methods she used to help me learn and to drive my curiosity still influence how I think and learn concepts today. From her, I learned that a meaningful education requires more than just knowing facts and how to find the right answers....
Education & Certification
- University of California-Los Angeles - Bachelors, B.S. Mathematics/Economics
Subject Expertise
- GMAT
- Accounting
- SAT
- College Economics
- +30 subjects
Jessica: Sacramento GMAT test prep instructor
...my undergraduate career at Cornell University, I served as an orientation leader and student adviser for classmates in my major. While pursuing my MBA at Columbia Business School, I participated in the Harlem Tutorial Program, where I worked across a range of subjects with elementary and middle school students. I enjoy finding new ways to help others through my own knowledge and experience, and always try to use methods that resonate most with the specific...
Education & Certification
- Cornell University - Bachelors, Industrial and Labor Relations
- Columbia Business School - Masters, N/A
Subject Expertise
- GMAT
- College Essays
- English
- Other
- +29 subjects