Dr. Brandon Gilliland spent 16 years as a high school teacher. During his time in the classroom, he taught English, History, Social Sciences, and ACT test prep courses to students across Alabama.

Dr. Gilliland was an ACT moderator on the weekend for many years. After leaving the classroom, he spent two years as an assistant principal where he also served as the building test coordinator.

Dr. Gilliland currently works at university in the state of Alabama. He teaches undergraduate and graduate courses in History Education and Assessment.

ACT with Dr. G provides students with expert instruction, personalized guidance, proven test-taking strategies, and a structured plan for improvement. However, ACT score improvement ultimately depends on the student's commitment to learning and applying those strategies.

Because every student enters the program with different strengths, weaknesses, and goals, specific score increases cannot be guaranteed.

Students who experience the greatest success are those who:

• Attend all scheduled sessions

• Complete assigned practice activities

• Review mistakes and feedback

• Consistently apply strategies between sessions

• Take ownership of their preparation

While parents invest in the program, students are responsible for the work required to achieve meaningful results. ACT with Dr. G is a partnership between the student, family, and instructor designed to maximize each student's potential for success.

ACT performance is influenced by many factors, including attendance, practice, motivation, test anxiety, and the amount of effort a student invests outside of coaching sessions.

I provide expert instruction, individualized guidance, and a structured plan for improvement, but students are ultimately responsible for applying what they learn. The most successful students are those who actively engage in the process and complete the recommended practice between sessions

One of the most effective ways to reduce uncertainty is through understanding. Students who understand the structure of the ACT, recognize recurring question patterns, and know how to approach different item types often feel more confident and in control during testing.

My goal is to help students replace uncertainty with preparation and confidence.