AP & honors STEM tutoring. One engineer across the whole load.
Calculus, physics, chemistry, biology, computer science, statistics, economics. One system, one engineer, every course. It works on the models your student uses to think, on their own coursework, one to one — and the score moves because the thinking does. What they build here they carry into the next course.
Engagements start at $750 every four weeks.
One 50-minute session each week.
No contract or minimum term · Remote, nationwide
One engineer, deliberately few families.
UT Austin ECE · Former director at Microsoft · Formerly Elite Guide, Alpha/GT School · 3,000+ recorded 1:1 hours
How the week works
The subject is the vehicle. The student is the work.
Every session is a session on how your student thinks. Two things move that: master a concept before moving past it, and work one to one, so the work is built for the student in front of me. I do both. Four times out of six is not mastered. Near automatic is.
Before
Your student's coursework arrives before the session — the problem set, the quiz that went sideways — and the session is built on it.
Together
I ask far more questions than I answer. A right answer with no why is the gap the exam finds.
That evening
A worked guide to your student, a written report to you — both written against the transcript, not from memory.
Between sessions
One set per session: the same idea with the shape changed, never the same problem with new numbers. What comes back is graded, every problem.
Next time
The transcript gets a second read, and that review is what I prepare the next session from.
One real summary, sent the same night — names changed, dates removed
Hi Dana and Nate,
A quick recap of tonight’s session.
What went well
- Vince showed strong number sense throughout the session. On one sigma-notation problem, he bypassed the standard algebra and came up with his own mental shortcut immediately — fast and correct.
Looking ahead
- Wednesday — Unit 10 test
Excerpt from the family's report.
The courses I teach
Every one of these I teach personally — no handoffs, no bench of subcontractors — with continuity across your student's subjects.
AP Calculus AB & BC
plus pre-calculus and honors calculus
AP Physics 1, 2 & C
algebra-based through calculus-based
AP Chemistry
and honors chemistry
AP Biology
and honors biology
AP Computer Science A
from an engineer who has shipped software
AP Statistics
and college intro statistics
AP Micro & Macroeconomics
from an engineer who passed all three CFA exams on the first attempt
AP Business with Personal Finance
new for 2026–27; first exam May 2027
AP Precalculus
and honors precalculus — where calculus readiness is decided
An F in pre-calculus. An 88, eight weeks later.
His mother called on a Tuesday. Graduation was at risk and two tutors had already come and gone. We started with what his mind does well, pattern recognition, and rediscovered every formula he had been memorizing, out loud, on a weekly plan he owned. Eight weeks later he scored an 88 and walked across the stage.
“I can't thank Matt enough for helping my son graduate with confidence.”
Richard P., parent of HS senior, TX
F → 88
pre-calc in 8 weeks; graduated on stage
Purdue Honors
Aerospace Engineering admit
3,000+
recorded 1:1 mentorship hours
$60,000
merit scholarship to SCAD
Individual examples from Matt's one-to-one work; experiences vary and are not guarantees.
One engineer-mentor. No handoffs.
I teach these subjects from having used them: UT Austin electrical and computer engineering, a cybersecurity startup where I was the third employee, then a director role at Microsoft. When your student asks where an idea is used, I can connect it to concrete work.
So when your kid asks “when will I ever use this,” I can answer with concrete examples. We still handle the assignment in front of us, while building the judgment to approach the next one: choose a method, explain why it applies, and check what the answer means.
I also treat the teaching itself like an engineering problem. Every session is recorded and read against its transcript — where a student's reasoning went sideways, where a different question would have landed better — and the next session is prepared from that review.
Meet MattThe gap is in the model, not the answer.
A gap rarely looks like a wrong answer. More often it is a right answer with no why — the student can work the problem and cannot explain the step. That is the difference between a procedure and a model, and the AP exam is built to find it: the free-response section is a handful of problems worth half the score, and it pays for the reasoning, not the number.
Most of the gaps I find in bright students are small and old — a word like “term” that never landed in seventh grade, carried silently into calculus. It takes one conversation to fix and years to hide. The student who has been telling themselves they are not good at math usually has the engine. They do not have the right fuel and parts in it yet.
We fix the model, not the problem.
“You're a great mentor. Our son really enjoyed getting to know you and learn from you. I know he is going to do well this year in computer science because of your help and encouragement.”
Lynn M., parent of CS student
Your first four weeks
You are not buying a standing appointment. Here is the actual sequence, and you can hold me to it.
- Week one — I find out what they do alone.
- I give your student AP work I have not taught them and watch how they open it. Not to grade it. The way a student attacks a problem they have not seen is the whole diagnosis — the model they are using — and it is the thing a report card cannot tell you.
- Weeks two and three — the habit, not the topic.
- We work whatever the class is on, but the thing I am installing is the move above, written into how every solution is set down, until it stops being something they remember to do. Topics come and go. The habit is what sits the exam.
- Week four — you get a straight read.
- What has moved, what has not, and whether I am the right person for this. If the answer is no, I will say so and tell you what I think they need instead. That has happened and it will happen again.
What this asks of your student, and of you
There is no secret. It's smart work.
I prepare the sessions, explain the ideas, build the practice, and grade what comes back. Your student brings the class materials, works through the practice, and sends back what they finish. You support the follow-through at home.
Think of a personal trainer. You hire one for the roadmap, the knowledge, and someone in your corner — not to do the work for you, and not to make you do it. I am not an enforcer, and I am not your student's parent. If the end of our session is the end of your student's work for the week, the session will still help. It will not get them a five.
Your student does not have to arrive confident. The one thing I cannot supply is the wanting. A course the parents chose and the student did not is a hard year for everyone, and I will say so on the fit call, not in March.
The engagement
Engagements start at $750 every four weeks.
One 50-minute session each week, with preparation, the evening guide and parent report, and one practice set per session, graded when your student returns it.
A twice-weekly cadence is available; the scope and exact fee are agreed before you begin. No contract or minimum term.
Tell me about your student
I read your note personally and reply within 24 hours.
Engagements start at $750 every four weeks.
One 50-minute session each week, with preparation, the evening guide and parent report, and one practice set per session, graded when your student returns it.
No contract or minimum term · Remote, nationwide
A one-minute fit check
Is this the right kind of support?
A good fit should survive a few honest questions. See where it looks strong — and where another kind of support may serve your student better. No email required.
Guides for the year ahead
Get the next guide for your student’s course.
The public excerpts are free to read now. Leave one course below and I send the full guides by email as the year progresses, about a week before most classes reach each unit.