Meet Ben Sexton

 

Sexton Test Prep & Tutoring | Wellesley, MA

Personal Biography

A Dover resident, Ben graduated from Skidmore College in 2004 as a Philosophy major and has been working in the tutoring and test preparation industry ever since. He also has a M.Ed. in Measurement, Evaluation, Statistics, and assesment (MESA) from the Lynch School of Education at Boston College. Aside from running Sexton Test prep, Ben is also an active member of the National Test Preparation Association (NTPA), serving on their Advocacy Committee. When not working, Ben enjoys Maine and Western MA, Boxing, Following Sports (esp. Football and Basketball), Investing, and Collectibles. He lives with his wife Sarah and their two sons, Wyatt (6) and Drew (3).

 

Sexton Test Prep & Tutoring | Wellesley, MA

 

 

Tutoring Profile

Ben has nineteen years of tutoring experience, primarily in SAT/ACT and Math.

Ben has extensive SAT and ACT tutoring qualifications. Both one-on-one and in the classroom, he has helped more than 1000 students prepare for the SAT, and he wrote the full curriculums for Sexton’s SAT and ACT programs. He has memorized the solution to every one of the over 1200 problems in the Official SAT Study Guide and the over 800 problems in the Official ACT Study Guide so that students never have to wait for him to provide solutions. On the ACT, students who completed a full program with Ben last year – starting in the fall and working through junior year – saw an average score increase of 6.11 points. Students who completed a similar full SAT program saw an average score improvement of more than 150 points from their PSATs or mock SATs. That is with nearly 100% of students reporting their scores.

Aside from content mastery, Ben’s tutoring strengths are compassion, communication, program management – knowing how many sessions to schedule and how often to meet – up-to-date knowledge in the testing and college admissions fields, and the ability to relate to students. He works particularly well with high scoring students and students who may not have succeeded in a traditional classroom or tutoring setting.