Peter Alexander

Chief Instructional and Information Officer (Educational Director or Coordinator)

Peter Alexander – BA, MA, Ph.D. (ABD-C.Phil 2002) Mathematics, Financial Engineering, Risk Management and Statistical Learning; Instructional Design, Curriculum Coordination and Development, Adaptive Learning Prototypes in Mathematical Assessment


University of California at Berkeley – 1995
B.A. Mathematics; 2000 M.A. Mathematics with emphasis on Mathematical Physics and Control Theory; 2002 Advanced to Ph.D. Candidacy.
Stanford University 2003 – 2007 Joint research study/consulting with Deutsche Bank Japan on Mathematical Finance.
Activities and Societies – TUG (TeX Users Group), Mathematical Association of America, National Council of Teachers of Mathematics, CBEST 2005

Peter studied mathematics at U.C. Berkeley obtaining his bachelor’s and master’s degrees with specialization in mathematical physics. He completed the doctoral program and was advanced to Ph.D. candidacy. He has presently returned to his research and is now working on completing his doctoral thesis. He has also studied under a joint consulting/research grant with Deutsche Bank Japan and Stanford University specializing in mathematical finance. He has worked as a consultant in mathematical finance specializing in stochastic methods for portfolio optimization and risk prediction.

In addition to his research and consulting interests, Peter has always maintained a passion for education. He has taught courses in mathematics, physics, statistics and computer science at all levels from elementary school to graduate level courses at U.C. Berkeley. He has served as adjunct professor at California College of the Arts where he authored two primary courses in elementary science and mathematics. In 2011, he began his work as a mentor and test preparation engineer using automation and adaptive learning techniques to help students optimize their test preparation experience in mathematics. He has a problem database of over 3000 assessment items at all levels of difficulty which he integrates into his preparation program to customize the learning experience according to the unique needs of each student. He has authored several texts on preparation for ACT and SAT mathematics and is an expert in competition math at all AMC levels and AIME.

Presently, Peter is studying applications of statistical learning methods with a view toward formulating reliable predictive analytics for student performance on standardized tests. He is also developing an intelligence enrichment program. So far, this program has successfully raised student performance on standard IQ tests by up to 30 points.

Peter has a proven track record of helping students successfully make their way into many top schools in the United States including U.C. Berkeley, UCLA, Stanford, Cal-Tech, Princeton, Cornell, and many others. As an instructor since 1998, he has logged over 12,000 hours of teaching, tutoring, test preparation and content development. He is the designer of three websites devoted to instructional materials and has been an invited speaker at many academic planning seminars. He was interviewed on a PBS documentary discussing the role of standardized tests in the

American college admissions process and continues to work with select students interested in deepening their understanding of his fields of specialization. Recently much of his work has been on developing successful methods for practical TOEFL testing.