Award-Winning Statistics Tutors
serving Lansing, MI

Running regression analyses, interpreting p-values, and choosing between parametric and nonparametric tests are things Martha does routinely in her social psychology research at Michigan. That hands-on fluency means she can explain not just how to compute a standard deviation or set up a hypothesis test, but why each step matters and what the results actually tell you. Rated 5.0 by students.

At Michigan Ross, Kerry runs into statistics through a business lens — market analysis, forecasting, and interpreting data to support strategic decisions, which means she teaches concepts like regression, probability, and hypothesis testing with a practical edge most textbook-only tutors lack. Her 33 ACT score reflects sharp quantitative reasoning, and she applies that same precision to breaking down problems involving distributions and variability so the logic behind each calculation is clear.

Economics training at the undergraduate level is essentially applied statistics — regression models, probability distributions, hypothesis testing. Jack's econ degree means he doesn't just teach the formulas; he connects them to real scenarios where data actually drives decisions. That practical lens makes abstract concepts like standard deviation and confidence intervals far easier to internalize.

Between his biomedical engineering degree and his graduate research, Adam has run enough statistical analyses to know which concepts actually confuse students: conditional probability, hypothesis testing, and interpreting p-values top the list. He walks through each problem by asking what the data is actually telling you before touching any formulas. That applied perspective makes topics like regression and confidence intervals feel purposeful rather than abstract.

Economics and statistics share a language — probability distributions, hypothesis testing, and regression all show up in both fields. Thomas studied economics and mathematics as an undergraduate, so he teaches statistics with an eye toward what these tools actually measure and why a particular test applies to a particular dataset. That context makes concepts like p-values and confidence intervals click faster.

I'm a premedical student at Cornell University with extensive experience tutoring students, especially in chemistry at the high school and undergraduate level, writing at the high school and undergraduate level, and SAT/ACT prep.

I am a current medical student at the University of Michigan Medical School. I studied biology, business and Spanish at the University of Alabama, graduating summa cum laude. During college, I worked as a tutor with a tutoring company similar to Varsity Tutors where I taught college/high school/middle school Spanish, Chemistry, English, Biology, and Math. I also worked as an English as a Second Language volunteer instructor for 3 years during college and was an English Teaching Assistant at the Universidad Pontificia Bolivariana in Medellin, Colombia.

I am a undergraduate freshman of the University of Michigan, studying business at the Ross School of Business. Working together with students and having a good time while seeing steady improvements has proven to provide me great joy. I believe that communication and relationship building is crucial for students to open up about their struggles and also for me to identify problems they don't realize they can improve on, so this is a key aspect of all of my lessons. During my free time, I enjoy playing sports or snacking on desserts while binge-watching Friends!

I am a recent graduate of the University of Michigan in Ann Arbor. I received my Master's degree in Biomedical Engineering with a minor in Computer Science and am currently applying to medical school. During college, I enjoyed tutoring children through a program called the Detroit Education Society, where I developed a passion for teaching the underserved, helping to bridge the education gaps between communities. While I tutor a broad range of subjects, I am most passionate about Math, Science, and English. I focus on teaching the fundamentals and inspiring students to love what they learn. In my spare time, I enjoy playing basketball, reading books, and hanging out with my friends.

I am 26 years old born and raised in Seattle Washington, University of British Columbia graduate and current 3rd year medical student. You may look at my accomplishments and assume I must have had a very consistent successful education process. This is not necessarily true, I struggled throughout high school with coursework and was slowly falling behind my peers. I was working very hard but was not getting the academic results that I wanted. I also reached out to academic tutors to help me understand core concepts in various subjects that my peers were not having any trouble with. Even during my undergraduate degree, I reached out to various academic tutors to give me an extra viewpoint on various difficult subjects and concepts. I understand what it is like to need extra help with coursework, I understand growing curious minds and the concepts that give many trouble because I have been through it. I am now a dean's list student at the top of my class in Medical school, and I can truly see how possible it is for any student to reach their academic goals no matter where you have come from. I believe the most intelligent individuals are the ones who can identify their weakness and seek help from others to succeed.

I am currently a sophomore at the University of Michigan Ann Arbor. I received my high school diploma from Northville High School with a perfect 4.0 GPA. I have been tutoring students for many years now in topics such as math, science, and Spanish. It is my goal to create a personalized plan for my students to help them best succeed in whatever they desire. I will work passionately to help you achieve outstanding standardized test scores, great grades in school, and a broader knowledge of whatever topic you would like to know more about. I can tutor in ACT prep (I received a 36/36), SAT prep (I received a 1560/1600), PSAT prep (I received a 1500/1520 - National Merit Finalist), AP prep, math, science, and Spanish. I can work with students of any age. Please feel free to message me for more information or set up a meeting!

I'm your girl! I majored in Biochemistry at the University of Michigan and am looking to help any students in need of assistance.

My background in math, economics, and finance has taught me to focus on understanding rather than memorizing. Having recently been a student myself, I understand how students think and where they can get stuck, which helps me stay patient and explain things from their perspective. As a bilingual speaker of English and Mandarin, I can also explain concepts in both languages when helpful.

A year as a course assistant in Harvard's math department gave Richard a front-row seat to where students get tripped up — and in statistics, it's almost always the jump from computing a value to interpreting what it means. He teaches concepts like variability, correlation, and probability by connecting the math to the kind of data-driven arguments he encounters in his government coursework, where a misread confidence interval can derail an entire policy claim.

Probability distributions, hypothesis testing, and regression can feel like a foreign language the first time through. Nina breaks these concepts down by connecting them to real datasets and research questions drawn from her biostatistics training at Columbia and NYU. Rated 5.0 by students, she's especially effective at making the jump from formulas to interpretation feel intuitive.

Engineering Physics at Cornell requires serious statistical reasoning — error analysis, probability distributions, hypothesis testing — so Daniel brings a practical lens to statistics rather than a purely textbook one. He walks through concepts like standard deviation, regression, and confidence intervals by tying them to real data questions, which makes the logic behind each formula click.

As an economics major at Yale, Conor uses statistical methods constantly — regression analysis, probability distributions, hypothesis testing — so he teaches statistics as a practical toolkit rather than an abstract set of formulas. He's especially sharp at walking through the logic behind concepts like p-values and confidence intervals, which tend to confuse students who try to memorize procedures without understanding what the numbers actually mean.

A neurobiology degree from Harvard meant designing experiments, interpreting data sets, and living inside statistical analysis for four years. Katherine teaches statistics with that research lens — connecting probability distributions, hypothesis testing, and confidence intervals to how they're actually used in published studies. Rated 5.0 by students.

Probability distributions, hypothesis testing, confidence intervals — statistics asks students to think in a fundamentally different way than most math courses. Elliot spent years running statistical analyses on neural data during his PhD research, which means he can show exactly how concepts like p-values and regression actually function in practice, not just on a formula sheet.

Jonathan holds an MS in Statistics, which means probability distributions, hypothesis testing, and regression analysis aren't just textbook topics for him — they're the core of his graduate training. He breaks down intimidating formulas like Bayes' theorem or ANOVA tables by connecting them to the real-world questions they were designed to answer.

Probability distributions, hypothesis testing, and confidence intervals all hinge on one skill: knowing what question you're actually answering with the data. Ade's biology background means he's applied statistical reasoning to real research contexts, and he brings that practical lens to everything from z-tests to regression analysis.

Designing and optimizing light filters for optical multiplexers at Norfolk State required Dennis to apply statistical methods to real engineering data — fitting distributions, quantifying uncertainty, and interpreting experimental results. He teaches statistics with that practitioner's perspective, making topics like standard deviation, probability, and regression feel like problem-solving tools rather than abstract formulas.

Understanding when to use a standard deviation versus an interquartile range — or why a skewed distribution changes your entire analysis — requires more than formula memorization. Vinson approaches statistics through data interpretation first, walking through probability distributions, hypothesis testing, and regression with an emphasis on what the numbers actually tell you. He's studying computational math at Rice, where statistical reasoning is woven into his daily coursework.

Understanding probability distributions or interpreting a confidence interval requires a different kind of thinking than most math classes demand. Dillon spent years applying statistics in engineering contexts — quality control, data analysis, experimental design — and he brings that applied lens to topics like standard deviation, z-scores, and regression so students see what the numbers actually tell them.

The hardest part of statistics for most students isn't the math — it's interpreting what a p-value or confidence interval actually means in context. Vy's training in cognitive studies at Vanderbilt, which is heavily research-methods driven, means she's spent real time designing studies and running analyses. She unpacks concepts like distributions, hypothesis testing, and regression by tying them to concrete research questions.