I am a rising sophomore at Emory University working towards a Bachelors of Arts degree in Psychology, as well as a minor in global health, culture, and society. I tutored in multiple subject areas in high school as a peer tutor as well as a tutor to younger students in elementary and middle school. I also tutored elementary school students in multiple subject areas during my first year at Emory. I tutor in many subjects, but have always been passionate specifically about tutoring in math. I have been tutored by peers many times throughout high school and college in different subjects, including the ACT. I found unique ways to solve problems and expand my problem solving skills through this, especially because I felt as though my peers were better able to relate to me, and therefore cater to my needs as a student. My approach is catered specifically to each student by first learning how he or she best learns, and then using tactics that will benefit them the most as they learn and grow as a student.

I am a graduate of the University of Memphis. I graduated magna cum laude in English with a concentration in Literature. While being a student I was part of the Honors Mentor-ship Program where I helped incoming honors freshmen get acclimated to college life. I held weekly meetings with them and helped them from homework assignments to where they could find good food in or around campus. I will be pursuing a masters degree in the Master of Arts in Teaching (MAT) in the summer and hopefully one day become employed as a high school English teacher. I tutor in high school and college level English literature, writing, and grammar. Since my concentration was in literature my favorite area to tutor would be in any literature related assignment. Whether it be for reading comprehension, critical reading, or for research purposes. I believe education is very important and should not be taken for granted. The choices you make in a 4-8 year period greatly influence the rest of your life and getting a strong and well-rounded education helps set-up for future success. My spare time is generally filled with video games and reading (casual or academic) and always striving to learn new things.

The ACT Science section isn't really a science test — it's a data interpretation test disguised as one. Andrew scored a 32 composite on the ACT and teaches students to read graphs, identify trends, and compare experimental setups quickly without getting bogged down in the scientific jargon each passage throws at them. His biology background is a bonus when passages do require real content knowledge.

I am a graduate of Swarthmore College, where I studied Quantitative Social Science and Education. I currently work in marketing analytics for higher education institutions. My skills range from writing/editing to data analysis. I would love to chat and make a plan to help you reach your goals!

Treating the ACT Science section like a science test is the fastest way to run out of time. Eileen approaches it as a data interpretation exercise — she teaches students to read graph axes and table headers before touching the questions, which eliminates the panic that comes from unfamiliar topics like geology or astrophysics. Her 36 ACT composite backs up the approach.

Despite its name, ACT Science barely tests science knowledge — it's really about reading graphs, interpreting experimental setups, and drawing conclusions from data tables under time pressure. Kerr unpacks each passage type (data representation, research summaries, conflicting viewpoints) and teaches students exactly where to look for answers. His 36 composite came partly from treating this section as a reading exercise, not a science exam.

I am an Undergraduate Student at Vanderbilt University. With years of tutoring experience and a solid academic foundation, I am fully equipped to teach in various subjects at many different levels.

The ACT Science section is really a data interpretation test disguised as science — reading graphs quickly, spotting trends in tables, and evaluating conflicting hypotheses matter far more than memorizing biology facts. Charles scored a 34 ACT composite and, as a mechanical engineering student at Yale, spends his days doing exactly this kind of rapid technical analysis. He teaches students to attack each passage type with a specific strategy so they stop overthinking the science and start reading the data.

The ACT Science section isn't really a science test — it's a data interpretation exercise disguised as one. Nat scored a 35 composite and teaches students to quickly parse graphs, conflicting viewpoints passages, and experimental designs without getting bogged down by unfamiliar terminology. Once students learn to treat each passage as a set of data relationships rather than a content quiz, their timing and accuracy improve dramatically.

Most students panic when they see an unfamiliar experiment on the ACT Science section, but the test is really about reading graphs, interpreting data trends, and evaluating conflicting viewpoints — not recalling biology facts. Michelle's computer science background trained her to parse dense technical information quickly, and her 36 ACT composite means she's mastered exactly the data-extraction strategies this section demands.

I am a freshman at Vanderbilt University studying biochemistry and involved in analytical chemistry research. Despite my studies being very science oriented, I also enjoy studying English and the humanities. I'd be happy to tutor you in any of these areas!

Most students panic when they see an unfamiliar experiment on the ACT Science section, but the test is really about reading graphs and extracting trends under time pressure — not recalling biology or chemistry content. Dennis's 34 ACT composite and his years of analyzing real research data at Vanderbilt mean he teaches students to zero in on axes, variables, and conflicting viewpoints the way a working scientist would. That systematic approach consistently turns the Science section from a student's weakest area into a reliable score.