Elena scored a 1600 on the SAT and treats the math section as a strategic exercise, not just a math test. She teaches students to recognize which problems reward algebraic setup versus back-solving or plugging in, then builds that decision-making instinct through timed practice where she listens to their reasoning in real time and flags inefficient habits.

Scoring a 1590 SAT means Anna has already dissected every question type the Math section throws at students — from no-calculator algebra and systems of equations to data analysis and passport-to-advanced-math problems involving polynomials and exponentials. She teaches efficient strategies for avoiding trap answers and managing pacing across both calculator and no-calculator modules.

Scoring well on SAT Math often comes down to recognizing which tool a problem is really testing — is it a systems question disguised as a word problem, or a quadratic hidden in a table? Astoria's 1530 SAT composite and science-heavy coursework at WashU give her sharp instincts for the algebraic and data-analysis concepts that dominate this section. She teaches students to read problems strategically so they spend less time second-guessing their approach.

Viktor scored a perfect 1600 on the SAT, and his math degree from UChicago means he doesn't just know the answers — he understands why the College Board designs each question the way it does. He breaks down the no-calculator and calculator sections differently, showing students how to spot which algebraic manipulation or data-analysis shortcut each problem is actually testing.

Scoring 1530 on the SAT gave Asta firsthand insight into how the Math section layers algebra, data analysis, and advanced concepts like passport-to-advanced-math quadratics into increasingly tricky contexts. She zeroes in on the specific question types a student struggles with — whether that's systems of equations, percent-change word problems, or interpreting scatterplot data — and builds targeted practice around those gaps.

I am a math tutor who is currently attending the University of Illinois at Urbana-Champaign and majoring in Environmental Engineering. I have been tutoring math for over four years, both at Fenwick High School (where I attended) as a peer tutor and with Mathnasium. I teach Pre-Algebra, Algebra, Geometry, Pre-Calc, and Calculus 1 + 2, and I also cover all sections of the ACT. I prefer to take an involved approach to tutoring -- that is, rather than have my students sit and listen to me talk, I prefer to actively engage them with problems. I believe that the best way to learn is to do, and I love to use this philosophy in my tutoring. However, I am willing to adapt to whatever style my students prefer -- if my students learn best from lectures, then lectures will be what we do. Working with clients to discover the way they learn best is one of my favorite parts of tutoring.

Having taught SAT prep professionally for both Kaplan and Summit Tutors, Jeff knows which math concepts the College Board tests most heavily — quadratics, linear modeling, ratios, and passport-to-advanced-math problems that trip students up with unfamiliar notation. His 1550 composite score shows he can walk the walk, and his teaching background means he can explain the strategic shortcuts that save time on test day.

Heart-of-algebra and passport-to-advanced-math questions account for the majority of SAT Math, yet many students lose easy points on data-analysis problems they've barely practiced. Jessica scored a 1590 on the SAT and pinpoints exactly where each student's points are leaking — whether it's careless errors on linear equations or genuine gaps in quadratic and exponential reasoning — then targets those areas first.

Scoring a 1590 on the SAT while studying industrial engineering at Northwestern gives Oliver an unusual double advantage on SAT Math: deep comfort with the content and a strategic eye for how questions are constructed. He digs into the no-calculator section's emphasis on algebraic manipulation and the calculator section's data-analysis traps, teaching students to distinguish between problems that reward setup and problems that reward estimation.

I am exploring my creativity by pursuing a double major in Asian Languages and Cultures with a focus in Korean, studying abroad in South Korea as a Benjamin A. Gilman Scholar, leading workshops that teach 3D printing and CAD for undergraduate students as the president of 3D4E, advocating for the first-generation and low-income student community as the Outreach Chair of the Quest+ Scholars Network, and getting involved with the Society of Women Engineers' outreach committee. I currently hold a work-study position as an administrative clerical aide in the Institute of Sustainability and Energy at Northwestern and was an undergraduate researcher in the John Rogers Lab. As I look forward with aspirations of applying to graduate school, areas of research in biomedical engineering and biotechnology that I am particularly interested in include biomaterials, pharmaceuticals, and drug delivery systems. Outside of the classroom, I enjoy learning on my own and sharing my experience and knowledge with my peers and other students. I hope to make use of my experiences with academics and learning in high school and so far in my undergraduate career in order to effectively tutor students who may be experiencing the same struggles in learning that I also experienced.

I'm thrilled to work with anybody on any subjects of interest, reach out with any questions!

I am particularly passionate about preparations for standardized testing, including the SATs and AP exams, and helping students through the college application process. My hope is that the support I provide to struggling students will empower them to expand their academic curiosity and appreciate learning. In my free time, I enjoy reading, going to the theater, and baking, preferably something with cinnamon.