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All high school, honors, AP, and entry-level college physics classes including mechanics, waves & optics, and electromagnetism.
All high school, honors, AP, and entry-level college chemistry classes including general, organic, and inorganic chemistry.
All high school, honors, AP, and entry-level college biology classes including freshman bio, AP bio, anatomy, and physiology.
All high school, honors, AP, and entry-level college enviro classes including AP environmental science, earth science, and geology.
Whether students need help mastering grammar concepts, finding the right turn of phrase for a short story, or perfecting the opening sentence of their personal statement, Holistic Learning has got them covered. Our English, Writing, and College Essay tutors have decades of combined experience and can help any student find their voice through written words.
Beyond the many mental and emotional benefits of meditation, research has found that students who meditate see their GPA increase by an average of 7%.
1-on-1 tutoring does more than build confidence, it can also increase students’ persistence by 10% and GPA by 0.2 (3.7 → 3.9 GPA!)
Mindfulness meditation can have significant positive effects, with 76% of people reporting increases in general wellness, 60% having higher energy, and 50% reporting stress relief.
Learning strategies have been shown to increase graduation rates by 50% as well as improving students’ GPA by an average of ⅓ of a letter grade (A → A+!)
Cooper, E. (2014). Tutoring center effectiveness: The effect of drop-in tutoring. Journal of College Reading and Learning, 40(2), 21–34.
Cramer, H., & Hall, H. (2016). Prevalence, patterns, and predictors of meditation use among US adults: A nationally representative survey. Scientific Reports, 6(1).
Hall, P. D. (1999). The effect of meditation on the academic performance of African American college students. Journal of Black Studies, 29(3), 408–415.
Tuckman, B. W., & Kennedy, G. J. (2011). Teaching learning strategies to increase success of first-term college students. The Journal of Experimental Education, 79(4), 478–504.
