SAT and AP Physics tutoring for ambitious students with a score to hit.
Individualized, remote tutoring built for the students carrying a lot - a varsity season, a research internship, a full AP load - with a target score in mind. Built around your student, not a one-sized course.
My Track Record.
+80 pts
Average SAT Math gain
Across 23 students with individual gains as high as 210 points, with seven students improving by 110 points or more.
85%
AP Physics 1 Pass Rate
Against a global average of 65%
4.05
Average AP Physics Score
Against a global average of 2.9
Range. My first classroom was at a high-poverty school, teaching students who were years behind in reading and math, still learning English, or working with learning disabilities. I moved the group from 26% to 92% meeting district physics expectations.
Today. I teach physics at Baltimore Polytechnic Institute and lead professional development for all physics teachers in Baltimore City Public Schools.
I've taught students at nearly every starting line - so wherever your student is starting from, I can meet them there and build from it.
My Philosophy.
Over seven years and thousands of hours working with students - teaching physics, tutoring the SAT, and training other teachers to do the same - I've kept one habit constant: when something works, I interrogate why; when it doesn't, I change it. My methods have been tested against real students for years, and what I’ve built on are methods that I know work.
The principles that drive learning are universal, but how I apply them never is. I anchor my teaching on what the science of learning shows actually works - but the way I use them depends entirely on the student. I meet each one where they are, not where a curriculum assumes they should be, and build from there.
I’m always working alongside my students, not commanding them what to do. The students who improve the most - and keep improving long after we're done - are the ones who own the process, so I pull them in from the start:
I ask my students more than I tell them
I give my students real choices in how their plan is built
When we run into challenges, I coach my students to discover a way out instead of giving them an answer right away
I help my students see that the way they think through a hard problem exercises the same behaviors they will need to think through any challenge that shows up in their lives.
I hold my students to a high standard and stay right beside them as they climb to it with the honest, in-the-moment feedback. I'm deliberate about what I reinforce: the things a student controls - their preparation, their decisions, their effort, their approach - not the result of any single test. No one controls which exact questions show up on test day. What you can control is how ready you are, how you think under pressure, and how you respond when something you didn't expect lands in front of you. I teach students to own that, and the scores follow.
My Strategy.
A standardized test is a different game from a class.
Doing well on the SAT or an AP exam is not the same as getting an A, and it isn't the same as acing a classroom test. A strong student can know everything the test covers and still come up short. The content is necessary, but it isn't the whole game.
Three skills I teach have an outsized impact on student scores.
01
Knowing what’s on the test - and what isn’t.
The SAT doesn't test all of math or all of reading and writing. It has boundaries, and those boundaries are knowable. I teach students exactly where they are, so nobody burns prep time on material that won't show up on the test.
02
Triaging every question on sight.
I train students to sort every problem on sight. Type 1 - you know what to do instantly. Type 2 - you know what to do, but it'll take a moment. Type 3 - you'll need to think. Then we work them in that order: easy first, known-but-longer second, genuinely hard last. Many students lose points because they spent their time in the wrong order, not because they can’t get to the right answer. We fix that.
03
Pacing until the test feels slow.
If a problem has to be solved in 70 seconds on test day, we drill it until it takes 50 — so nothing on the exam feels rushed, and nothing feels new.
My core instructional decisions.
I diagnose how a student thinks, not just what they know. Early on, I have students work problems out loud - where they start, how they move through it, where they stall - so I'm reading their approach, not just their content gaps.
When a student is stuck, I ask the right question instead of giving the answer. The skill the hardest test questions demand is finding a way into a problem you've never seen - so I coach that directly, guiding until the student makes the next move themselves.
I make sure students prove their understanding. Instead of asking "does that make sense?" and taking a nod, I have the students explain the why back to me, or solve a fresh version cold. If they can transfer their knowledge, they can own it. If they can't, we're not done.
I work with students who are already aiming high:
The varsity athlete balancing a season and recruiting.
The student with a full AP load and a research internship.
The strong student whose score hasn’t caught up with them yet.
I’ve lived a version of this lifestyle and I work alongside students like this every day. I ran Division I cross country and track at the University of Colorado while studying Environmental Engineering. Now I teach at one of Baltimore’s most demanding high schools and I coach competitive runners to peak performances and through the college recruiting process. I build around students’ real schedules and demands.
How I work with students.
1
A 15-minute fit call.
We talk through your student's goals, timeline, and target score, and figure out whether I'm the right person. No pressure either way.
2
A diagnostic and a plan.
I find the real starting point and build a customized plan - the right level of challenge, a clear path to the goal, and the milestones along the way.
3
Weekly one-on-one sessions, remote.
Built around your student, with regular check-ins so you always know how it's going.
Most students work with me through a 12-session SAT program, paired with their own practice between sessions. Hourly is available for established students.