The ACT Science section barely tests science knowledge — it's really about interpreting graphs, comparing experimental setups, and drawing conclusions from conflicting data sets under time pressure. Ilesh treats it as a data-literacy drill, teaching students to extract the key variable from a figure in seconds rather than reading every word of the passage first. His own 36 composite backs up the approach.

As a neuroscience major at Emory, Jennifer reads dense scientific figures and data tables every week — which is essentially what the ACT Science section tests. She teaches students to ignore the intimidating jargon and zero in on graph trends, variable relationships, and conflicting viewpoints. Her 35 ACT composite backs up an approach that treats this section as a data literacy exercise, not a science quiz.

I'm always up for the challenge of changing my methods of instruction and breaking down topics to foster a deeper understanding of a subject. On a different note, I generally spend my spare time playing lacrosse or running outdoors when possible. I also play the violin with a school quartet, and teach lessons to beginning students working through the Suzuki program.

The ACT Science section isn't really a science test — it's a data interpretation test disguised as one. Tyler scored a 35 ACT composite and, with a biology degree and med school admission to Columbia, teaches students to read graphs, compare experimental designs, and identify conflicting viewpoints quickly rather than getting bogged down in scientific jargon.

I am currently a graduate student at Georgia Tech studying Prosthetics and Orthotics. My career goal is to become a certified prosthetist/orthotist, which means I would make and fit artificial limbs (prostheses) to patients who need them as well as make and fit assistive devices that support existing body parts (orthoses) to treat various conditions.

Here's the secret of ACT Science: it's barely a science test. It's a data interpretation exam that happens to use biology, chemistry, and physics as window dressing. Marion's neurobiology degree means she's genuinely comfortable with the content when it does matter, but she spends most of her time teaching students to read graphs, compare experimental setups, and identify conflicting hypotheses quickly — the skills that actually move scores.

I am a Biotechnology Master's Student at the Swiss Federal Institute of Technology, ETH Zurich. I completed my undergraduate degree in Chemical and Biomolecular Engineering from Georgia Tech in 2018 while minoring in Biomedical Engineering. My passion is researching novel ways to use ethically derived induced pluripotent stem cells in both research and therapeutic environments, and I love to share my knowledge and excitement for science, math, and language with others.

I'm Adel, a native of Atlanta, GA and graduate of Georgia Tech. I love playing basketball, football, eating all kinds of great food, catching the newest movie or new TV show and most of all, hanging out with my friends and family. I have been tutoring since my freshmen year in college a variety of subjects including Mathematics, English and Science. With my youngest brother in high school and my youngest sister in elementary school, I have constant exposure to different levels and types of academic subjects.

I am an undergraduate at Rice University in Houston pursuing a Bachelor of Science in Biochemistry and Cell Biology. I have both formal and informal tutoring experience: I worked as an assistant teacher in my high school's math department in Atlanta teaching geometry, algebra and pre-calculus to students over the summer. As an Academic Fellow at Rice, I provide academic assistance to my peers in the natural sciences, specifically chemistry and biochemistry. Although my studies are focused in STEM, I am a strong writer and I excel in helping students improve grammar and essay organization. Additionally, I have abundant experience in both standardized and AP testing. I am a friendly and empathetic person, and I want to do whatever I can to help other students succeed!

I'm Thomas, a sophomore Computer Science student at Georgia Tech. While I may be a STEM major at a tech school, I've always been skilled in reading and writing, never earning less than A in an English class throughout my academic career. If you're looking for someone with a high success rate in English, whether it be standardized testing or general writing, you're in the right place. In high school, I received a perfect score on the SAT writing section (only missed perfect on Verbal by 10 points), won first place in the UIL Regional Ready Writing Contest, and served as an editor on the school newspaper. While completing my university English requirement, I created an online tour stop for Atlanta's National Center for Civil and Human Rights.

The ACT Science section is really a data-interpretation exam disguised in lab coats. Yilin's chemistry background means she can quickly clarify the actual science when a passage on titration curves or gene expression confuses students, but her main focus is teaching how to read graphs, compare experimental setups, and spot conflicting viewpoints — the skills that drive scores up regardless of the topic. She scored a 34 composite and holds a 5.0 student rating.

I am currently a rising junior at Emory University in Atlanta, Georgia although I am originally from Chicago, IL. I am double majoring in Psychology and English. My current GPA is a 3.9 and I have taken a wide range of courses. I was editor in chief of my school's newspaper, competed internationally for our Model UN team, and I currently college counsel low-income high-achieving students at high schools in downtown Atlanta, in addition to tutoring multiple students in ACT/SAT prep, English, Biology, and History. This includes helping them prepare for standardized tests, editing essays and applications, and generating lists of potential institutions to apply to. I received a 35 on my ACT. In the past, I was a teacher's assistant at a home and school for severely autistic children ages 9-14, and worked on overcoming communicative barriers to foster interpersonal connections. I have also tutored multiple children with learning disabilities. In my experience, getting students engaged is just about finding the strategy that works best for them. That may mean we have to try multiple approaches, or approaches that I don't prefer, but I am willing to do whatever it takes to achieve that incredible feeling with a student when they finally grasp a concept.