No, colleges and universities do not prefer one test over the other, so you should take the one that is the best fit for you.

Highly selective schools generally want to see an ACT composite score of 33 or higher.

No, but the two tests are different, so you should take a diagnostic of each before deciding which test is right for you.

The ACT is available to take either digitally or in paper form, whereas the SAT is now digital only.

No, our private academic tutoring is designed to improve students’ understanding of the subject matter and empower them to achieve their full potential. While we often utilize classwork and homework to help students improve their grasp of the material, we are not here to make sure they get their work done. All our tutors are professional educators who aim to help your child become more self-sufficient, with improved study habits, critical thinking and organization skills, as well as subject level proficiency.

Yes, we regularly work with students who have ADHD, processing disorders, trouble with executive functioning, and those on the Autism Spectrum Disorder. However, some students with more severe learning differences, and particularly younger students, may struggle with Zoom tutoring.

All levels of math from middle school through Algebra 1, Algebra 2, Geometry, Trigonometry, Pre-Calculus, AP Pre-Calculus, Calculus, AP Calculus A/B, AP Calculus B/C, and Statistics, as well as introductory college level Calculus.All levels of high school chemistry and biology, including AP Biology, AP Chemistry, and some first- and second-year college biology and chemistry courses.All English courses from middle school through AP Language, AP Literature, and college.History courses from middle school up through AP European History, AP US History, and some college level courses.

We help students with all aspects of the college application and admissions coaching process.

That includes helping students decide what classes to take and what extra-curricular activities to pursue based on their interests, goals and strengths; creating a list of schools that best fits each student’s needs, interests and abilities; organizing the application process and ensuring that everything is completed and submitted on time; working to produce a polished, professional-looking resume and activities list; deciding which teachers to ask for recommendations; strategizing Early Decision and Early Action plans to maximize the odds of acceptances; helping students create personal statements that reflect who they are and stand out from the competition.

No, we never write students’ essays for them. Instead, we help students brainstorm potential responses to the various prompts, and we guide them through the drafting and editing process to produce the very best work they are capable of. Most students become better writers and thinkers through this process, which is rigorous and often intensely satisfying. Our goal is to help students learn how to craft personal statements (and essays in general) that convey a sense of who they are, so that admissions officers feel a sense of kinship with them. After working with us, most students see an overall improvement in their ability to clearly organize and articulate their thoughts in writing. They also come away with greater confidence in their ability to iterate and revise their work. We do not simply coach students through the personal essay writing process. We help them grow as critical thinkers and writers so that they understand themselves and their thought processes better. Ultimately, we aim to provide students with tools that last a lifetime.

Amherst, Barnard, Brown, Boston College, Boston University, Claremont McKenna, Cal Tech, Carnegie Mellon, Columbia, Cornell, Dartmouth, Duke, Emerson, Emory, Georgetown, Georgia Tech, Harvard, Harvey Mudd, Haverford, Johns Hopkins, Middlebury, U Michigan, MIT, Northwestern, NYU, University of Pennsylvania, Pomona, Princeton, Rice, RISD, Stanford, Tufts, UT Austin, UC Berkeley, UCLA, UC Santa Barbara, UC San Diego, University of Chicago, USC, UVA, Vanderbilt, Vassar, Wash U., Wesleyan, West Point, Williams, Wisconsin, Yale, and many others.

There is no such thing as the “right topic.” However, there are some topics that are generally best to avoid because they are highly controversial. We work with students to ensure that their essays benefit their applications and do not jeopardize them.

No, we work with all kinds of students. Many of those who work with us are high achieving students with ambitious goals, but every year we work with a wide variety of students from different starting points. Some students are just coming into their own and have faced significant struggles. There is no one-size-fits-all approach because every student is different. Consequently, we personalize the process for each student based on their goals, strengths, and needs.

Yes, students can come to us for discrete parts of the process, like personal essay coaching, or for creating specially tailored, balanced college lists. Wherever you are in the process, we can help.

Yes. We regularly and successfully work with students applying to law schools, medical schools, dental schools, MBA programs and Master’s Degree programs.

UCSF Medical School, UC San Diego School of Medicine, UC Berkeley School of Law, UCLA School of Law, Mayo Clinic Medical School, NYU Stern School of Business, Berkeley Haas School of Business, Northwestern Kellogg School of Management, UCLA Anderson School of Management, Georgetown Medical School, UC Davis Law School, USC School of Dentistry, University of Maryland School of Dentistry, VCU School of Dentistry, UC Riverside School of Medicine, Harvard T.H. Chan School of Public Health.

Yes, we regularly help students transfer from community colleges to four-year universities, particularly the UCs, and we help students transfer from one four-year university to another.

Most students see improvements of at least 100 points on the SAT after ten hours of tutoring, and more than half of the students we work with see their scores improve by over 200 points. Students who sign up for larger packages of hours (15 to 20), and who put in the effort, may see improvements of over 300 points. However, such improvements require a significant investment of time, focus and effort, both during sessions and in between sessions, completing practice sets and reviewing the study materials we provide. Some students who put in the time and effort have seen their scores rise by as much as 400 points, although such improvements are rare.

On the ACT, most students see an overall improvement of at least 3 points after 10 hours, and more than half of students see an improvement of 4-6 points. That means a student who starts with a composite score of 25 should expect to raise that score to 28 or higher, so long as the student puts in the work. Students who do the assigned homework and consistently review the study materials we provide them tend to see the biggest results, meaning up to 6 points. In other words, the more work students put in, the more they are likely to get out.

We provide the test preparation materials as part of our service.

Yes. This is often the first step in the process. Having students take a diagnostic SAT and ACT helps us see if either test confers a relative advantage to that individual student, and it allows the student to discover whether one test feels more comfortable than the other. Taking these diagnostic tests also enables us to get a baseline, and to pinpoint any weaknesses that need to be remediated. Having this baseline also allows us to measure a student’s progress over time.

That depends on which schools the student plans on applying to. Most universities and colleges remain test optional, but some of the most selective institutions have reinstated standardized testing requirements. Additionally, certain schools that do not require the submission of standardized test scores may still prefer candidates who have high test scores to students without. So, even if your child does not plan to apply to schools that require standardized testing, taking the test may still be worthwhile. These are conversations that we have with parents and students at the outset, so that they can make informed decisions about how best to allocate their time and resources.

Yes. That is always an option.

No. We meet via Zoom only.

We provide the test preparation materials as part of our service.

That depends on which schools the student plans on applying to. Most universities and colleges remain test optional, but some of the most selective institutions have reinstated standardized testing requirements. Additionally, certain schools that do not require the submission of standardized test scores may still prefer candidates who have high test scores to students without. So, even if your child does not plan to apply to schools that require standardized testing, taking the test may still be worthwhile. These are conversations that we have with parents and students at the outset, so that they can make educated decisions about how best to allocate their time and resources.

Yes. This is often the first step in the process. Having students take a diagnostic SAT and ACT helps us see if either test confers a relative advantage to that individual student, and it allows the student to discover whether one test feels more comfortable than the other. Taking these diagnostic tests also enables us to get a baseline and to pinpoint any weaknesses that need to be remediated. Having this baseline also allows to us measure a student’s progress over time.

Most students see improvements of at least 100 points on the SAT after ten hours of tutoring, and more than half of the students we work with see their scores improve by over 200 points. Students who sign up for larger packages of hours (15 to 20), and who put in the effort, may see improvements of over 300 points. However, such improvements require a significant investment of time, focus and effort, both during sessions and in between sessions, completing practice sets and reviewing the study materials we provide. Some students who put in the time and effort have seen their scores rise by as much as 400 points, although such improvements are rare.

On the ACT, most students see an overall improvement of at least 3 points after 10 hours, and more than half of students see an improvement of 4-6 points. That means a student who starts with a composite score of 25 should expect to raise that score to 28 or higher, so long as the student puts in the work. Students who do the assigned homework and consistently review the study materials we provide them tend to see the biggest results, meaning up to 6 points. In other words, the more work students put in, the more they are likely to get out.