Limited Fall 2026 availability
These individual examples from Matt's one-to-one work show the starting point, the work, and what changed. They are evidence of possibility, not a promise of a particular result.
His mother called on a Tuesday. Her son's pre-calculus grade was an F. Graduation was at risk. She'd tried two tutors already — neither lasted more than a month. She was running out of time and running out of options.
In our first session, I didn't open the textbook. I asked him what he thought math was for. He shrugged. “Getting a grade.” That was the problem — not the trig identities, not the functions. He had no reason to care about any of it.
We started with what his mind actually does well: pattern recognition. I showed him that every formula he was memorizing was a pattern someone discovered — and that he could rediscover them himself, out loud, with me. We built a weekly plan he owned. We ran the same loop every session: solve it together, capture the model, practice it, reflect on what clicked.
Eight weeks later, he scored an 88. He walked across the stage at graduation. His mother sent me a message I still think about.
“I can't thank Matt enough for helping my son graduate with confidence.”
Richard P., parent of HS senior, TX
A capable but tentative second grader began at the 83rd percentile in statewide math. We used short, targeted practice and reframed tests as puzzles rather than judgments. He later reached the 96th percentile. His family also saw a shift in how he approached the subject: he began looking forward to math tests.
“That shift in mindset is priceless.” — Rachel C., parent of 2nd grader
An elite esports competitor whose relationship with computers began and ended at frame rates. “Computers just generate frames” — that was his entire mental model. We started at binary and worked up through assembly, building a ladder from what he already loved to what he didn't know he could build. He learned leadership through precise language, built a portfolio, and was admitted to a top game design program with roughly 70% merit scholarship.
“Where have you been the last few years?!” — Kirstie W., parent of game-design admit
A guarded student whose joy had been blunted by prior school experiences. Talented, but the talent was buried under layers of self-protection. We rebuilt trust through steady candor, consistent academic support, and work tied to his interests. A Python-driven gallery project reignited something. He was admitted to SCAD with a $60,000 merit scholarship and got back his love of learning.
“He got back his love of math and science... priceless.” — Natalie D., parent of HS senior
High ability, inconsistent follow-through. A student who could do the work but had perfected the art of avoidance under pressure. We used a working journal and what I call the “show up” inflection point — the moment where a student chooses to stop hiding from the hard thing. He chose, and was later admitted to Purdue Honors Aerospace Engineering.
“Matt's impact was impressive on both an intellectual and an emotional level — the latter being even more impressive.” — Wade M., parent of Purdue freshman
“He has gotten back his love of math and science that he lost for a few years, which is priceless. Matt was a huge positive influence in his life, and I am so grateful for his mentoring on so many levels.”
“Watching his growth has been incredibly meaningful. He went from proficient to exemplary, with his statewide math percentile jumping from 83rd to 96th. More importantly, he now approaches problem-solving with excitement and looks forward to math tests like they're recess. That shift in mindset is priceless.”
“We feel that he is well prepared to take on the next set of challenges as he heads to Purdue. Matt's impact was impressive on both an intellectual and an emotional level—the latter being even more impressive. We are extremely appreciative.”
“Why are we just now finding you? Where have you been the last few years?! You have greatly impacted my son's life in the short time that you've been his teacher.”
“We're at a point where our son actually enjoys school again. He's had a hard few years, and it really feels like he's overcoming that. Thank you for all you've done.”
“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.”
“You are such a great teacher and mentor—always so knowledgeable, supportive, and encouraging, especially when she was experiencing hardship. We are so grateful.”
Every student arrives with different context. The right next question is whether this way of working fits yours.